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Arrow Cross Women and Female Informants Andrea Petö
Arrow Cross Women and Female Informants Andrea Petö To cite this version: Andrea Petö. Arrow Cross Women and Female Informants. Baltic Worlds, 2009, pp.49-52. hal- 03226368 HAL Id: hal-03226368 https://hal.archives-ouvertes.fr/hal-03226368 Submitted on 22 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 48 essay feature interview reviews 49 “The Arrow Cross did not bother with cal climate hardened due to the Cold War, new legisla- of the role of law. Women were encouraged to study women. Women were not partners for tion was introduced in order to regulate the function law because they were seen as reliable. They began to them. During the interrogations, I did not of people’s tribunals more strictly. Act VII of 1946 was graduate from the university and receive important meet a single Arrow Cross woman. And you followed by Act XXXIV of 1947, which regulated the positions in the newly transformed state apparatus. are saying this only now [that 10 percent of proceedings.1 Arrow Cross party members were women]. Critics of the work of the People’s Tribunals in Hun- ARROW CROSS Why didn’t you tell me this thirty-five years gary have used both legal and political arguments to WOMEN ActIVISTS ago, when I could have swooped down on define the tribunals’ shortcomings.2 The legal critique According to membership records, estimated 15,000 them?” focuses on these courts’ failure to function in a “legal” women were members of the Arrow Cross Party in manner. -
Jewish Survival in Budapest, March 1944 – February 1945
DECISIONS AMID CHAOS: JEWISH SURVIVAL IN BUDAPEST, MARCH 1944 – FEBRUARY 1945 Allison Somogyi A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History. Chapel Hill 2014 Approved by: Christopher Browning Chad Bryant Konrad Jarausch © 2014 Allison Somogyi ALL RIGHTS RESERVED ii ABSTRACT Allison Somogyi: Decisions amid Chaos: Jewish Survival in Budapest, March 1944 – February 1945 (Under the direction of Chad Bryant) “The Jews of Budapest are completely apathetic and do virtually nothing to save themselves,” Raoul Wallenberg stated bluntly in a dispatch written in July 1944. This simply was not the case. In fact, Jewish survival in World War II Budapest is a story of agency. A combination of knowledge, flexibility, and leverage, facilitated by the chaotic violence that characterized Budapest under Nazi occupation, helped to create an atmosphere in which survival tactics were common and widespread. This unique opportunity for agency helps to explain why approximately 58 percent of Budapest’s 200,000 Jews survived the war while the total survival rate for Hungarian Jews was only 26 percent. Although unique, the experience of Jews within Budapest’s city limits is not atypical and suggests that, when fortuitous circumstances provided opportunities for resistance, European Jews made informed decisions and employed everyday survival tactics that often made the difference between life and death. iii ACKNOWLEDGEMENTS I would like to thank everybody who helped me and supported me while writing and researching this thesis. First and foremost I must acknowledge the immense support, guidance, advice, and feedback given to me by my advisor, Dr. -
Open Final Thesis Draft__Jacob Green.Pdf
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF HISTORY Resurgent Antisemitism: The Threat of Viktor Orban and His Political Arsenal JACOB GREEN SPRING 2021 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in History and Spanish with honors in History Reviewed and approved* by the following: Tobias Brinkmann Malvin and Lea Bank Associate Professor of Jewish Studies and History Thesis Supervisor Cathleen Cahill Associate Professor of History Honors Advisor * Electronic approvals are on file. i ABSTRACT This thesis will analyze the role and prevalence of antisemitism in Hungary across various time periods to better understand the populist foundation of the modern crisis. Prime Minister Viktor Orban and his Fidesz government rely on antisemitic tropes to maintain political power and realize their authoritarian vision for the nation. By investigating Hungarian history from World War I through the communist era, this thesis will develop a historical framework to better understand recent events and why they are so troubling. Next, the modern context will be examined to uncover Orban’s tactical use of antisemitism and historical revisionism. Orban’s tactics leave minority communities in Hungary, especially the nation’s large Jewish community, vulnerable to nationalist outbursts and undermine democracy. ii TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................... iii LIST OF TABLES ...................................................................................................... -
THE IDEOLOGY of ILLIBERALISM in the PROFESSIONS: LEFTIST and RIGHTIST RADICALISM AMONG HUNGARIAN DOCTORS, LAWYERS, and ENGINEERS, 1918-45 M'ria M
• THE IDEOLOGY OF ILLIBERALISM IN THE PROFESSIONS: LEFTIST AND RIGHTIST RADICALISM AMONG HUNGARIAN DOCTORS, LAWYERS, AND ENGINEERS, 1918-45 M'ria M. Kovacs In the period between the two world wars, Hungary's professions were transformed from a politically liberal and professionally oriented elite into an illiberal pressure group attracted to radical politics. This metamorphosis of the professions contradicted the expectations of many analysts of modernization from Emile Durkheim to Talcott Parsons and T.H. Marshall who viewed the professions as the most secure element of Western liberal culture. In Parson's view in particular, the professions constituted the strongest allies of the modern liberal state: they were immune to both the anti-modernistic cultural despair and the political conservatism of more traditional elites.1 . The professional elites of Eastern and Central Europe defied this kind of sociological optimism. They increasingly turned from being allies of the liberal state into the partners of illiberal movements and governments. Already in the 1930s, this transformat;ion gave birth to a new, more pessimistic school of thought on the professions. Despite their very different political persuasions, advocates of this pessimistic view, such as Friedrich Hayek or Michael Polanyi, anticipated the closing of open society by technocrats and painted a picture of a new despotism led by what Bertrand Russell called the "oligarchies of opinion."2 Educated elites were no longer portrayed as . symbols of liberalism or stability, let alone democracy, but rather as a new threat to freedom and political democracy. Interwar developments in Central and Eastern Europe gave ~ more justification to the pessimists than to optimists such as Parsons. -
Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): a Case Study of Three Female Party Members Pető, Andrea
www.ssoar.info Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members Pető, Andrea Preprint / Preprint Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Pető, A. (2014). Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members. Hungarian Studies Review, 41(1-2), 107-130. https://nbn-resolving.org/ urn:nbn:de:0168-ssoar-72972-5 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0/deed.de Hungarian Studies Review, Vol. XLI, Nos, 1-2 (2014) Gendered Exclusions and Inclusions in Hungary’s Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members Andrea Peto World War IIis not exactly known as a time when many women broke through the glass ceiling to become visible in public life.1 In interwar Hungary political citizenship was determined by growing restrictions on women’s suffrage. These restrictions were opposed by social democrats and communists, but also by the increasingly powerful far right.2 In this paper I look at four women on the far right who managed to break through the glass ceiling. In doing so, I seek to determine how they represented the far right’s image of women.3 How was political citizenship defined by the far right and how did the individual women involved in politics fit this definition? Who were the women on the extreme right and what can we learn from their life stories? These questions are poignant if our aim is to analyze female mobilization on the far right in terms of women’s agency. -
State of Florida Resource Manual on Holocaust Education Grades
State of Florida Resource Manual on Holocaust Education Grades 7-8 A Study in Character Education A project of the Commissioner’s Task Force on Holocaust Education Authorization for reproduction is hereby granted to the state system of public education. No authorization is granted for distribution or reproduction outside the state system of public education without prior approval in writing. The views of this document do not necessarily represent those of the Florida Department of Education. 2 Table of Contents Introduction Definition of the Term Holocaust ............................................................ 7 Why Teach about the Holocaust............................................................. 8 The Question of Rationale.............................................................. 8 Florida’s Legislature/DOE Required Instruction.............................. 9 Required Instruction 1003.42, F.S.................................................. 9 Developing a Holocaust Unit .................................................................. 9 Interdisciplinary and Integrated Units ..................................................... 11 Suggested Topic Areas for a Course of Study on the Holocaust............ 11 Suggested Learning Activities ................................................................ 12 Eyewitnesses in Your Classroom ........................................................... 12 Discussion Points/Questions for Survivors ............................................. 13 Commonly Asked Questions by Students -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
Robert O. Paxton-The Anatomy of Fascism -Knopf
Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page b also by robert o. paxton French Peasant Fascism Europe in the Twentieth Century Vichy France: Old Guard and New Order, 1940–1944 Parades and Politics at Vichy Vichy France and the Jews (with Michael R. Marrus) Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page i THE ANATOMY OF FASCISM Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page ii Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page iii THE ANATOMY OF FASCISM ROBERT O. PAXTON Alfred A. Knopf New York 2004 Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page iv this is a borzoi book published by alfred a. knopf Copyright © 2004 by Robert O. Paxton All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Alfred A. Knopf, a division of Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. Distributed by Random House, Inc., New York. www.aaknopf.com Knopf, Borzoi Books, and the colophon are registered trademarks of Random House, Inc. isbn: 1-4000-4094-9 lc: 2004100489 Manufactured in the United States of America First Edition Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page v To Sarah Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page vi Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page vii contents Preface xi chapter 1 Introduction 3 The Invention of Fascism 3 Images of Fascism 9 Strategies 15 Where Do We Go from Here? 20 chapter 2 Creating Fascist Movements 24 The Immediate Background 28 Intellectual, Cultural, and Emotional -
Militarism As a Theme in Nazi Education and Youth Organizations Matthew .J Smith Elizabethtown College, [email protected]
Elizabethtown College JayScholar History: Student Scholarship & Creative Work History Spring 2018 Militarism as a Theme in Nazi Education and Youth Organizations Matthew .J Smith Elizabethtown College, [email protected] Follow this and additional works at: https://jayscholar.etown.edu/hisstu Part of the European History Commons Recommended Citation Smith, Matthew J., "Militarism as a Theme in Nazi Education and Youth Organizations" (2018). History: Student Scholarship & Creative Work. 2. https://jayscholar.etown.edu/hisstu/2 This Student Research Paper is brought to you for free and open access by the History at JayScholar. It has been accepted for inclusion in History: Student Scholarship & Creative Work by an authorized administrator of JayScholar. For more information, please contact [email protected]. Smith 1 Matthew J. Smith Militarism as a Theme in Nazi Education and Youth Organizations Italian fascist Achille Starace stated, “Fascist education must be an education for battle.”1 This idea of militarism as a core concept of education was integral not only to Fascism in Italy, but also to Europe’s other rising fascist movement, Nazism. The Nazis reinforced their militaristic education by creating mandatory youth organizations that promoted militarism to young German boys and girls. The twin pillars of a militaristic education system and para- military youth organizations helped Nazi officials achieve their goals by creating a generation of ready servants of the state. Many scholars have researched the militarism that was infused into the German state education system. Lisa Pine, a scholar at London South Bank University, examined the educational system and youth groups that socialized German children with Nazi ideology and militaristic practices. -
Racial Ideology Between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43
Marquette University e-Publications@Marquette History Faculty Research and Publications History, Department of 7-1-2020 Racial Ideology between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43 Peter Staudenmaier Follow this and additional works at: https://epublications.marquette.edu/hist_fac Part of the History Commons Marquette University e-Publications@Marquette History Faculty Research and Publications/College of Arts and Sciences This paper is NOT THE PUBLISHED VERSION. Access the published version via the link in the citation below. Journal of Contemporary History, Vol. 55, No. 3 (July 1, 2020): 473-491. DOI. This article is © SAGE Publications and permission has been granted for this version to appear in e-Publications@Marquette. SAGE Publications does not grant permission for this article to be further copied/distributed or hosted elsewhere without express permission from SAGE Publications. Racial Ideology between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43 Peter Staudenmaier Marquette University, Milwaukee, WI Abstract One of the troublesome factors in the Rome–Berlin Axis before and during the Second World War centered on disagreements over racial ideology and corresponding antisemitic policies. A common image sees Fascist Italy as a reluctant partner on racial matters, largely dominated by its more powerful Nazi ally. This article offers a contrasting assessment, tracing the efforts by Italian theorist Julius Evola to cultivate a closer rapport between Italian and German variants of racism as part of a campaign by committed antisemites to strengthen the bonds uniting the fascist and Nazi cause. Evola's spiritual form of racism, based on a distinctive interpretation of the Aryan myth, generated considerable controversy among fascist and Nazi officials alike. -
'Hate Speech' and Incitement to Violence
“‘Hate Speech’ and Incitement to Violence” Workshop Series Spring 2009 Posted and printed for the exclusive use of this workshop series at Columbia University School of Law Not for Publication All Rights Reserved 13 Towards Improved Law and Policy on ‘Hate Speech’—The ‘Clear and Present Danger’ Test in Hungary Peter Molnar1 1. Introduction There is a widely acknowledged view that the United States prohibition of content-based ‘hate speech’ laws is exceptional. Kevin Boyle writes about ‘the distinctive position of the United States’ in this matter,2 and Sandra Coliver phrases it as ‘the United States’ dramatically different approach from that of Europe and the rest of the world’,3 while she argues that a ‘number of lessons may be drawn from the US experience which may be applicable to other legal systems’.4 James Weinstein writes that the ‘American free speech doctrine is 1 I would like to thank John Harbord, Ivan Hare, Leslie Newman, Robert C. Post, Nadine Strossen, and James Weinstein for their especially helpful, detailed written comments on the drafts of this essay. I am also grateful to many other friends and colleagues who shared with me their insights on the regulation of ‘hate speech’, and to the Faculty of the Cardozo School of Law for the great opportunity to give a talk for them on the main points of this article and for their thoughtful questions and remarks following my lecture. This article will analyse only the prohibition of ‘hate speech’ in the criminal law in Hungary without exploring the civil law or media law responses. -
Hungary and the Holocaust Confrontation with the Past
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Hungary and the Holocaust Confrontation with the Past Symposium Proceedings W A S H I N G T O N , D. C. Hungary and the Holocaust Confrontation with the Past Symposium Proceedings CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2001 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, March 2004 Copyright © 2001 by Rabbi Laszlo Berkowits, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by Randolph L. Braham, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by Tim Cole, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by István Deák, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by Eva Hevesi Ehrlich, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by Charles Fenyvesi; Copyright © 2001 by Paul Hanebrink, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by Albert Lichtmann, assigned to the United States Holocaust Memorial Museum; Copyright © 2001 by George S. Pick, assigned to the United States Holocaust Memorial Museum In Charles Fenyvesi's contribution “The World that Was Lost,” four stanzas from Czeslaw Milosz's poem “Dedication” are reprinted with the permission of the author. Contents