Historical Studies Journal 2005
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Lesson 12: Handout 4, Document 1 German Youth in the 1930S: Selected Excerpted Documents
Lesson 12: Handout 4, Document 1 German Youth in the 1930s: Selected excerpted documents Changes at School (Excerpted from “Changes at School,” pp. 175–76 in Facing History and Ourselves: Holocaust and Human Behavior ) Ellen Switzer, a student in Nazi Germany, recalls how her friend Ruth responded to Nazi antisemitic propaganda: Ruth was a totally dedicated Nazi. Some of us . often asked her how she could possibly have friends who were Jews or who had a Jewish background, when everything she read and distributed seemed to breathe hate against us and our ancestors. “Of course, they don’t mean you,” she would explain earnestly. “You are a good German. It’s those other Jews . who betrayed Germany that Hitler wants to remove from influence.” When Hitler actually came to power and the word went out that students of Jewish background were to be isolated, that “Aryan” Germans were no longer to associate with “non-Aryans” . Ruth actually came around and apologized to those of us to whom she was no longer able to talk. Not only did she no longer speak to the suddenly ostracized group of class - mates, she carefully noted down anybody who did, and reported them. 12 Purpose: To deepen understanding of how propaganda and conformity influence decision-making. • 186 Lesson 12: Handout 4, Document 2 German Youth in the 1930s: Selected excerpted documents Propaganda and Education (Excerpted from “Propaganda and Education,” pp. 242 –43 in Facing History and Ourselves: Holocaust and Human Behavior ) In Education for Death , American educator Gregor Ziemer described school - ing in Nazi Germany: A teacher is not spoken of as a teacher ( Lehrer ) but an Erzieher . -
Strangers on a Train
Strangers on a Train PATRICIA HIGHSMITH Level 4 Retold by Michael Nation Series Editors: Andy Hopkins and Jocelyn Potter Pearson Education Limited Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world. ISBN 0 582 41812 7 Strangers on a Train copyright 1950 by Patricia Highsmith This adaptation first published by Penguin Books 1995 Published by Addison Wesley Longman Limited and Penguin Books Ltd. 1998 New edition first published 1999 Third impression 2000 Text copyright © Michael Nation 1995 Illustrations copyright © Ian Andrew 1995 All rights reserved The moral right of the adapter and of the illustrator has been asserted Typeset by RefineCatch Limited, Bungay, Suffolk Set in ll/14pt Monotype Bembo Printed in Spain by Mateu Cromo, S.A. Pinto (Madrid) All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. Published by Pearson Education Limited in association with Penguin Books Ltd., both companies being subsidiaries of Pearson Plc For a complete list of the tides available in the Penguin Readers series please write to your local Pearson Education office or to: Marketing Department, Penguin Longman Publishing, 5 Bentinck Street, London W1M 5RN. Contents page Introduction iv Chapter 1 The First Meeting 1 Chapter 2 A Difficult Day with Miriam 7 Chapter 3 Good News for Guy 10 Chapter 4 Bruno Gets Ready -
Parallel Journeys:Parallel Teacher’S Guide
Teacher’s Parallel Journeys: The Holocaust through the Eyes of Teens Guide GRADES 9 -12 Phone: 470 . 578 . 2083 historymuseum.kennesaw.edu Parallel Journeys: The Holocaust through the Eyes of Teens Teacher’s Guide Teacher’s Table of Contents About this Teacher’s Guide.............................................................................................................. 3 Overview ............................................................................................................................................. 4 Georgia Standards of Excellence Correlated with These Activities ...................................... 5 Guidelines for Teaching about the Holocaust .......................................................................... 12 CORE LESSON Understanding the Holocaust: “Tightening the Noose” – All Grades | 5th – 12th ............................ 15 5th Grade Activities 1. Individual Experiences of the Holocaust .......................................................................... 18 2. Propaganda and Dr. Seuss .................................................................................................. 20 3. Spiritual Resistance and the Butterfly Project .................................................................. 22 4. Responding to the St. Louis ............................................................................................... 24 5. Mapping the War and the Holocaust ................................................................................. 25 6th, 7th, and 8th Grade Activities -
Alter Ego #78 Trial Cover
TwoMorrows Publishing. Celebrating The Art & History Of Comics. SAVE 1 NOW ALL WHE5% O N YO BOOKS, MAGS RDE U & DVD s ARE ONL R 15% OFF INE! COVER PRICE EVERY DAY AT www.twomorrows.com! PLUS: New Lower Shipping Rates . s r Online! e n w o e Two Ways To Order: v i t c e • Save us processing costs by ordering ONLINE p s e r at www.twomorrows.com and you get r i e 15% OFF* the cover prices listed here, plus h t 1 exact weight-based postage (the more you 1 0 2 order, the more you save on shipping— © especially overseas customers)! & M T OR: s r e t • Order by MAIL, PHONE, FAX, or E-MAIL c a r at the full prices listed here, and add $1 per a h c l magazine or DVD and $2 per book in the US l A for Media Mail shipping. OUTSIDE THE US , PLEASE CALL, E-MAIL, OR ORDER ONLINE TO CALCULATE YOUR EXACT POSTAGE! *15% Discount does not apply to Mail Orders, Subscriptions, Bundles, Limited Editions, Digital Editions, or items purchased at conventions. We reserve the right to cancel this offer at any time—but we haven’t yet, and it’s been offered, like, forever... AL SEE PAGE 2 DIGITIITONS ED E FOR DETAILS AVAILABL 2011-2012 Catalog To get periodic e-mail updates of what’s new from TwoMorrows Publishing, sign up for our mailing list! ORDER AT: www.twomorrows.com http://groups.yahoo.com/group/twomorrows TwoMorrows Publishing • 10407 Bedfordtown Drive • Raleigh, NC 27614 • 919-449-0344 • FAX: 919-449-0327 • e-mail: [email protected] TwoMorrows Publishing is a division of TwoMorrows, Inc. -
Holocaust Memorial Resource and Education Center of Florida – Holocaust Lesson Plans
HOLOCAUST MEMORIAL RESOURCE AND EDUCATION CENTER OF FLORIDA – HOLOCAUST LESSON PLANS Lesson Title: A Primary Source from Nazi Germany: The Appeal of the Nazis (Part Two) Lesson Details: Unit: Before the Holocaust: Jewish Life in Europe and the Duration: One 45-50 minute class period, not including Rise of Nazism in Germany extension activities Lesson Notes for Teachers: Alfons Heck was only a little boy when he became enamored with Adolf Hitler. We might be tempted to dismiss his attraction to youth and inexperience except for the fact that so many adults shared his passion. The reading selection at the heart of this lesson describes the pageantry and emotional appeal of the Nazis. If you read between the lines, you may also discern the underlying conditions in Germany that made this situation possible. It should also be noted that it took Alfons Heck about three decades to fully acknowledge the evil of the Nazi regime and what happened to him as a part of it. In his later life in the United States, he has spoken to school groups together with a Jewish Holocaust survivor to share his “view from the inside” with students. Design Questions/Lesson Focus/Marzano Elements: • How can individuals be persuaded to join groups that contradict previously-held beliefs or values? • Are people personally responsible for accepting false and/or harmful ideas communicated through propaganda and accepted by others in the community? Do the ages of the people in question impact their level of responsibility? If so, how? _X_ Introducing New Knowledge DQ2 _X_ Deepening or Practicing DQ3 _X_ Generating Hypotheses DQ4 Main Element: 6 – Identifying critical Main Element: 18 – Helping students Main Element: 22 – Engaging content examine their reasoning students in cognitively complex tasks involving hypothesis generation and testing Focus Standards/Benchmarks: Please note – These lessons are designed to be flexible for use in a variety of Florida- approved middle and high school Social Studies and ELA courses. -
Filming the End of the Holocaust War, Culture and Society
Filming the End of the Holocaust War, Culture and Society Series Editor: Stephen McVeigh, Associate Professor, Swansea University, UK Editorial Board: Paul Preston LSE, UK Joanna Bourke Birkbeck, University of London, UK Debra Kelly University of Westminster, UK Patricia Rae Queen’s University, Ontario, Canada James J. Weingartner Southern Illimois University, USA (Emeritus) Kurt Piehler Florida State University, USA Ian Scott University of Manchester, UK War, Culture and Society is a multi- and interdisciplinary series which encourages the parallel and complementary military, historical and sociocultural investigation of 20th- and 21st-century war and conflict. Published: The British Imperial Army in the Middle East, James Kitchen (2014) The Testimonies of Indian Soldiers and the Two World Wars, Gajendra Singh (2014) South Africa’s “Border War,” Gary Baines (2014) Forthcoming: Cultural Responses to Occupation in Japan, Adam Broinowski (2015) 9/11 and the American Western, Stephen McVeigh (2015) Jewish Volunteers, the International Brigades and the Spanish Civil War, Gerben Zaagsma (2015) Military Law, the State, and Citizenship in the Modern Age, Gerard Oram (2015) The Japanese Comfort Women and Sexual Slavery During the China and Pacific Wars, Caroline Norma (2015) The Lost Cause of the Confederacy and American Civil War Memory, David J. Anderson (2015) Filming the End of the Holocaust Allied Documentaries, Nuremberg and the Liberation of the Concentration Camps John J. Michalczyk Bloomsbury Academic An Imprint of Bloomsbury Publishing Plc LONDON • OXFORD • NEW YORK • NEW DELHI • SYDNEY Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com BLOOMSBURY and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2014 Paperback edition fi rst published 2016 © John J. -
The Hitler Youth: Blind Fanaticism
The Hitler Youth: Blind Fanaticism Janessa Hansen Senior Division Individual exhibit Student Composed Words: 500 Process Paper Word Count: 500 Process Paper I’ve always had an interest in The Holocaust. I’ve watched films and read books on it for many years. Last summer my grandpa and I were watching a documentary on National Geography about The Hitler Youth. It was fascinating to me how millions of children could believe the ridiculous rhetoric the Nazis preached. I decided it would be a fascinating project and proceeded to rid of my research from my old topic I had thought of. To begin, I started with doing background research. I learned some interesting information about how the group was started and what kind of activities they took part in from The Holocaust Memorial Museum and books. After some time, I decided I should try to find books written by people who were actually in the Hitler Youth, and found quite a few. After that, I began researching how the Hitler Youth was able to thrive. By that time I had established that the barrier they broke through, which was their ignorance and prejudice, so I started researching how they were able to break through that barrier. Using this knowledge, I looked for textbooks the Nazis had used for the Hitler Youth to teach them, and I also looked at education standards at the time. I looked at letters and diaries written by the Hitler Youth at the time to understand how their feelings and perspectives, and how those thoughts progressed after the war. -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays. -
Alter Ego #78 Trial Cover
MERRY CH RIST MAS f rom Ro y Thomas’ Fawcett- Hap py & With Comics Fanzine Art & Artifacts By: $6.95 ALEX ROSS In the USA JACK & OTTO BINDER KEN BALD • VIC DOWD No. 55 BOB BOYAJIAN December MARC SWAYZE • C.C. BECK 2005 EMILIO SQUEGLIO JOANNA PANG of ISIS KURT SCHAFFENBERGER BILL WARD & MORE!!! Art ©2005 Alex Ross; Marvel Family TM & ©2005 DC Comics. Vol. 3, No. 55/ December 2005 ™ Editor Roy Thomas Associate Editors Bill Schelly Jim Amash Design & Layout Christopher Day Consulting Editor John Morrow FCA Editor P.C. Hamerlinck Comic Crypt Editor Michael T. Gilbert Editors Emeritus Jerry Bails (founder) Ronn Foss, Biljo White, Mike Friedrich Production Assistant Our Annual Fawcett Festival! Eric Nolen-Weathington Cover Artists & Colorists Alex Ross Alex Wright Contents And Special Thanks to: Writer/Editorial: Merry Christmas & Happy New Year! . 2 Neal Adams Richard Kyle See You On Groundhog Day! Heidi Amash Andy McKinney Joanna Pang Atkins Jim Mooney My First Shazam! Painting . 4 & Richard Atkins Matt Moring Alex Ross reveals the story behind this issue’s colorful Marvel Family cover. Bob Bailey Brian K. Morris Ken & Kaye Bald Albert Moy “I Did Better On Bulletman Than I Did On Millie The Model . 5 Bill Black Will Murray Ken Bald on drawing comic books (for Fawcett, Timely, et al.) & comic strips. Frank Brunner Don Phelps Orlando Busino John G. Pierce “I Thought That Comic Books Would Never Last” . 22 Bob & Gail Warren Reece Vic Dowd relates what he feels is “the typical cartoonist’s story.” Boyajian Alex Ross Frank Brunner Alex Saviuk “Comics Weren’t My Main Goal In Life” . -
Parallel Journeys by Eleanor H. Ayer
The Literacy Alliance Parallel Journeys by Eleanor H. Ayer Subjects: Holocaust, Jewish (1939–1945)—Juvenile literature; Waterford, Helen, 1909– —Juvenile literature; Heck, Alfons, 1928– —Juvenile literature Awards: Best Books for Young Adults, The Flora Stieglitz Straus Award, The Christopher Award Book Lists: Europe, Middle School, Reluctant Readers Props: Pictures of Alfons Heck, Helen Waterford Truth can be stranger than fiction. It can be undeniable, 16 was in command of 6,000 Hitler Youth troops. He incredible, amazing, and sometimes horrifying. Truth worshiped Hitler. doesn’t bother itself with events that might have happened or could have happened; only with events that Adolf Hitler’s government heaped honors on Alfons actually did happen. Alfons Heck and Helen Waterford Heck and at the same time it tried to murder Helen are real people—common people who lived through Waterford. Their lives in Germany could not have been very uncommon times. (Show pictures of them from the more different. book) They were witnesses to one of the darkest hours in modern history—the six long years between 1939 and Look inside the mind of an ardent Hitler follower. You 1945, World War II, and the reign of Adolf Hitler. could have been him. Had you been raised as he was, you might have also proudly proclaimed, “Seik Heil!” And even though Helen and Alfons were both born (Do Hitler salute) And once your beloved leader had German citizens and grew up only 60 miles apart from fallen and the horrors of his reign revealed, could you each other, they had little in common. -
Denazifying Germany: German Protestantism and the Response to Denazification in the American Zone, 1945-1948
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by White Rose E-theses Online Denazifying Germany: German Protestantism and the Response to Denazification in the American Zone, 1945-1948 By Malcolm Coates University of York Department of History Master of Arts by Research September 2014 Abstract Following the Second World War, Germany underwent a process designed to remove elements of Nazism from its population called denazification, and this process was the most far reaching in the United States’ Zone. As Germany lay in ruins, the Church experienced a surge in popularity, and the Protestant church in particular began to explore issues of guilt and judgment. In this dissertation, I aim to explore the relationship between the US Military Government, led by General Lucius Clay, and the Evangelical Church of Germany (EKD), led by Bishop Theophil Wurm, Martin Niemöller and others, on this issue of denazification. The first phase of denazification, which lasted from May 1945 – March 1946 was administered by the United States. This was the harshest phase of the process, where everyone in the US Zone had to defend their time during the war years, and many were arrested without trial simply for having an affiliation with Nazism. Due to the size of the task and the return home of many American troops, however, denazification was transferred over to German administration in 1946, and generally made more lenient thereafter. Although the council of the EKD accepted their own guilt at Stuttgart, they believed that denazification could not morally rehabilitate the Germans into society. -
Lesson 10: Heil Hitler: Confessions of a Hitler Youth Optional Lesson 1
Lesson 10: Heil Hitler: Confessions of a Hitler Youth Optional Lesson 1 Class Period + Follow-Up Discussion Time Reading Skills: Making Connections Building Schema Purpose: Heil Hitler: Confession of a Hitler Youth is the video testimony of Alfons Heck. Heck was a devoted member of the Hitler Youth. His testimony touches upon many concepts of Holocaust study including the following: • The elation of German citizens of the Rhineland when the region was remilitarized on March 7, 1936. • Racial science classes taught to him in school. Heck’s understanding of belonging to the “master race.” • Heck’s memories of watching the antisemitic film, The Eternal Jew. • Joining the Hitler Youth and the Hitler Youth oath. • Attending the Nazi Party Rally in Nuremberg as a Hitler Youth. Heck was one of 50,000 boys chosen to attend out of the 8 million members of the Hitler Youth. He left that he belonged to “a vast and important movement” and “belonged to Hitler, body and soul.” • Heck’s impressions of Kristallnacht, which he calls “a frenzy of hatred.” He describes the destruction of a synagogue and desecration of Torah scrolls. He watched violence toward people he had known all of his life. He says that Kristallnacht was “the end of German innocence. We could not maintain that we didn’t know what was in store for the Jews.” • Heck describes the first deportation of Jews from his hometown. He describes his indifference to their fate feeling that it was “such a shame that they were Jews.” He felt the deportations were a just measure – necessary for the survival of Germany.