Visitors' Guide
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
The Truth of the Capture of Adolf Eichmann (Pdf)
6/28/2020 The Truth of the Capture of Adolf Eichmann » Mosaic THE TRUTH OF THE CAPTURE OF ADOLF EICHMANN https://mosaicmagazine.com/essay/history-ideas/2020/06/the-truth-of-the-capture-of-adolf-eichmann/ Sixty years ago, the infamous Nazi official was abducted in Argentina and brought to Israel. What really happened, what did Hollywood make up, and why? June 1, 2020 | Martin Kramer About the author: Martin Kramer teaches Middle Eastern history and served as founding president at Shalem College in Jerusalem, and is the Koret distinguished fellow at the Washington Institute for Near East Policy. Listen to this essay: Adolf Eichmann’s Argentinian ID, under the alias Ricardo Klement, found on him the night of his abduction. Yad Vashem. THE MOSAIC MONTHLY ESSAY • EPISODE 2 June: The Truth of the Capture of Adolf Eichmann 1x 00:00|60:58 Sixty years ago last month, on the evening of May 23, 1960, the Israeli prime minister David Ben-Gurion made a brief but dramatic announcement to a hastily-summoned session of the Knesset in Jerusalem: A short time ago, Israeli security services found one of the greatest of the Nazi war criminals, Adolf Eichmann, who was responsible, together with the Nazi leaders, for what they called “the final solution” of the Jewish question, that is, the extermination of six million of the Jews of Europe. Eichmann is already under arrest in Israel and will shortly be placed on trial in Israel under the terms of the law for the trial of Nazis and their collaborators. In the cabinet meeting immediately preceding this announcement, Ben-Gurion’s ministers had expressed their astonishment and curiosity. -
Criminals with Doctorates: an SS Officer in the Killing Fields of Russia
1 Criminals with Doctorates An SS Officer in the Killing Fields of Russia, as Told by the Novelist Jonathan Littell Henry A. Lea University of Massachusetts-Amherst Lecture Delivered at the University of Vermont November 18, 2009 This is a report about the Holocaust novel The Kindly Ones which deals with events that were the subject of a war crimes trial in Nuremberg. By coincidence I was one of the courtroom interpreters at that trial; several defendants whose testimony I translated appear as major characters in Mr. Littell's novel. This is as much a personal report as an historical one. The purpose of this paper is to call attention to the murders committed by Nazi units in Russia in World War II. These crimes remain largely unknown to the general public. My reasons for combining a discussion of the actual trial with a critique of the novel are twofold: to highlight a work that, as far as I know, is the first extensive literary treatment of these events published in the West and to compare the author's account with what I witnessed at the trial. In the spring of 1947, an article in a Philadelphia newspaper reported that translators were needed at the Nuremberg Trials. I applied successfully and soon found myself in Nuremberg translating documents that were needed for the ongoing cases. After 2 passing a test for courtroom interpreters I was assigned to the so-called Einsatzgruppen Case. Einsatzgruppen is a jargon word denoting special task forces that were sent to Russia to kill Jews, Gypsies, so-called Asiatics, Communist officials and some mental patients. -
Systematic Prejudice Against Jews. ∙Aryan: in the Na
Night Vocabulary/ Historical References ∙AntiSemitism: Systematic prejudice against Jews. ∙Aryan: In the Nazi ideology, the pure, superior Germanic (Nordic, Caucasian) race. ∙Auschwitz (Birkenau, Buna, and Gleiwitz): Concentration camp and extermination camp in Upper Silesia, Poland. By 1942, it consisted of three sections: Auschwitz I, the main camp; Birkenau, an extermination camp; and Buna, a labor camp. Gleiwitz was a subcamp in Auschwitz. ∙Beethoven, Ludwig van: German composer (17701827). Linked only to the Holocaust by race and the fact that Jews were forbidden to play the music of German composers. ∙Buchenwald: Concentration camp in Germany, between Frankfurt and Leipzig. Although not a major extermination center, it was equipped with gas chambers and a crematorium. More than 100,000 prisoners died there. ∙Concentration camp: Immediately upon their assumption of power on January 30, 1933, the Nazis established concentration camps for the imprisonment of all "enemies" of their regime: actual and potential political opponents (e.g. communists, socialists, monarchists), Jehovah's Witnesses, gypsies, homosexuals, and other "asocials." Beginning in 1938, Jews were targeted for internment solely because they were Jews. Before then, only Jews who fit one of the earlier categories were interned in camps. The first three concentration camps established were Dachau (near Munich), Buchenwald (near Weimar) and Sachsenhausen (near Berlin). ∙Crematory: The place that contained the ovens, furnaces, and chimneys where Nazi victims were burned dead or alive. ∙Death camp: A concentration camp, the distinct purpose of which was the extermination of its inmates. Almost all of the German death camps were located in Poland: AuschwitzBirkenau, Belzek, Chelmo, Madjanek, Sobibor, Treblinka. -
Kristallnacht- the Night of Broken Glass
Kristallnacht- The Night of Broken Glass From “America and the Holocaust”a film by American Experience On the night of November 9, 1938, the sounds of breaking glass shattered the air in cities throughout Germany while fires across the country devoured synagogues and Jewish institutions. By the end of the rampage, gangs of Nazi storm troopers had destroyed 7,000 Jewish businesses, set fire to more than 900 synagogues, killed 91 Jews and deported some 30,000 Jewish men to concentration camps. In a report back to the State Department a few days later, a U.S official in Leipzig described what he saw of the atrocities. "Having demolished dwellings and hurled most of the moveable effects to the streets," he wrote, "the insatiably sadistic perpetrators threw many of the trembling inmates into a small stream that flows through the zoological park, commanding horrified spectators to spit at them, defile them with mud and jeer at their plight." An incident several days earlier had given the Nazi authorities an excuse to instigate the violence. On November 7th, a 17-year-old Polish Jewish student named Hershel Grynszpan had shot Ernst vom Rath, the Third Secretary of the German Embassy in Paris. Grynszpan, enraged by the deportation of his parents to Poland from Hanover, Germany, where they had lived since 1914, hoped that his dramatic action would alert the world to the ominous plight of Europe's Jews. When the French police arrested Grynszpan, he sobbed: "Being a Jew is not a crime. I am not a dog. I have a right to live and the Jewish people have a right to exist on earth. -
UC Santa Barbara UC Santa Barbara Previously Published Works
UC Santa Barbara UC Santa Barbara Previously Published Works Title KL: A History of the Nazi Concentration Camps Permalink https://escholarship.org/uc/item/55w5n00s Journal AMERICAN HISTORICAL REVIEW, 122(1) ISSN 0002-8762 Author Marcuse, Harold Publication Date 2017-02-01 License https://creativecommons.org/licenses/by-nc-sa/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California June 28, 2016 Harold Marcuse, Featured Review for American Historical Review, of: KL: A History of the Nazi Concentration Camps, by Nikolaus Wachsmann, (Farrar, Straus and Giroux, 2015), 865 pp., cloth $40. review: 2574 words with 130 struck through = 2444 (2500 max) The title of this prodigious but eminently readable work, KL, is programmatic. Instead of the more commonly known and used abbreviation for the German Konzentrationslager, KZ, Nikolaus Wachsmann has chosen the official Nazi abbreviation, which was guarded like a trademark by the system's potentate, Heinrich Himmler, who did not want competing camps outside of his system. "KL" reflects Wachsmann's attempt to roll back the veils of historiography and memory to reveal the system as seen by its contemporaries as it unfolded over time. This undertaking synthesizes numerous works of German scholarship, which since the 1990s have drawn upon a wealth of newly available sources to shed light on many aspects of the Nazi camp system. While a meticulous and innovative overview of the Nazi concentration camp system based on the latest scholarly research would already be a significant achievement, Wachsmann combines this scholarship with an encyclopedic knowledge of published and unpublished survivor accounts. -
Secondary Source Information
Secondary Source Information From 1941 to 1945, German authorities transferred thousands of Lodz ghetto Jews to a number of forced labor and concentration camps and deported over 100,000 Jews from the Lodz ghetto to their deaths at the Chelmno and Auschwitz-Birkenau killing centers. The timeline and general histories below may provide valuable clues about specific camps and transports that included Jewish prisoners from the Lodz ghetto. TIMELINE OF TRANSPORTS INCLUDING LODZ GHETTO JEWS FEBRUARY 1940 – AUGUST 1944 ¾ Forced Labor Camps ¾ Chelmno ¾ Auschwitz AUGUST 1944 – MAY 1945 ¾ Bergen-Belsen ¾ Buchenwald ¾ Dachau ¾ Flossenbürg ¾ Gross-Rosen ¾ Mauthausen ¾ Natzweiler-Struthof ¾ Neuengamme ¾ Sachsenhausen ¾ Stutthof TIMELINE: Transports & Prisoner Registrations of Lodz ghetto Jews Size of Assigned Date Event From To Transport(s) Prisoner #'s Comments - 1942 - 14 Transports; Killed Jan. 16-29 Deportation Lodz Chelmno More than 10,000 in gas vans Approximately Feb. 22-28 Deportation Lodz Chelmno 7,025 Killed in gas vans March (daily) Deportation Lodz Chelmno More than 24,650 Killed in gas vans Approximately April 1-2 Deportation Lodz Chelmno 2,350 Killed in gas vans May 4-15 Deportation Lodz Chelmno More than 10,900 Killed in gas vans 298 people registered May 14 Arrival Lodz Auschwitz unknown 35363-35660 as prisoners 22 people registered July 15 Arrival Lodz Auschwitz unknown 46938-46959 as prisoners 19 people registered July 16 Arrival Lodz Auschwitz unknown 8726-8744 as prisoners Killed in gas vans; predominantly children under age 10, the elderly and Sept. 5-12 Deportation Lodz Chelmno More than 15,675 sick. 67759-67801, 43 men admitted, 19 Oct. -
Forced and Slave Labor in Nazi-Dominated Europe
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations W A S H I N G T O N , D. C. Forced and Slave Labor in Nazi-Dominated Europe Symposium Presentations CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2004 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. First printing, April 2004 Copyright © 2004 by Peter Hayes, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Michael Thad Allen, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Paul Jaskot, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Wolf Gruner, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Randolph L. Braham, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Christopher R. Browning, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by William Rosenzweig, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Andrej Angrick, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Sarah B. Farmer, assigned to the United States Holocaust Memorial Museum; Copyright © 2004 by Rolf Keller, assigned to the United States Holocaust Memorial Museum Contents Foreword ................................................................................................................................................i -
(The Father) in Wiesel's Night As Response to the Holocaust
humanities Article Father and God (the Father) in Wiesel’s Night as Response to the Holocaust Shannon Quigley Holocaust Studies, University of Haifa, Haifa 3498838, Israel; [email protected] Abstract: The proposed paper will begin by looking at the father–son relationship in Elie Wiesel’s Night. I will then briefly note the father–child relationship between God and Israel in the prophets of the Hebrew Bible. I will link the two challenges evident in Wiesel’s Night and in his continuing thought after the Shoah—the loss of family and the loss of God, his faith and/or his understanding of God—and note how these affect one another. After further assessing Wiesel’s father imagery in Night, I will note how Wiesel’s story, eventually making its way into the current version of Night, played a critical role in affecting the thought of Christian leaders and post-Holocaust Jewish–Christian reconciliation efforts. Keywords: Holocaust; Shoah; post-Holocaust; Elie Wiesel; Night; religiosity; Jewish–Christian relations; father–son 1. Introduction The Holocaust/Shoah has left behind countless afflicted hearts and souls who lived through its unrelenting fire, most of whose stories will never be known. But those that have shared their experiences have affected generations in the comprehension of what the Holocaust was and what unrelenting hate (of wicked people), alongside the unwillingness to stand for what was right (of “good” people who did nothing), can produce. Elie Wiesel’s Citation: Quigley, Shannon. 2021. Night is one of those stories. Father and God (the Father) in Wiesel’s memoir of his experience of the Holocaust through Night (first published in Wiesel’s Night as Response to French as La Nuit) gave multitudes a tiny window in. -
'Night' by Elie Wiesel
A TEACHER’S RESOURCE for PART OF THE “WITNESSES TO HISTORY” SERIES PRODUCED BY FACING HISTORY AND OURSELVES & VOICES OF LOVE AND FREEDOM A TEACHER’S RESOURCE for Night by Elie Wiesel Part of the “Witnesses to History” series produced by Facing History and Ourselves & Voices of Love and Freedom Acknowledgments Voices of Love and Freedom (VLF) is a nonprofit educational organization that pro- motes literacy, values, and prevention. VLF teacher resources are designed to help students: • appreciate literature from around the world • develop their own voices as they learn to read and write • learn to use the values of love and freedom to guide their lives • and live healthy lives free of substance abuse and violence. Voices of Love and Freedom was founded in 1992 and is a collaboration of the Judge Baker Children’s Center, Harvard Graduate School of Education, City University of New York Graduate School, and Wheelock College. For more information, call 617-635-6433, fax 617-635-6422, e-mail [email protected], or write Voices of Love and Freedom, 67 Alleghany St., Boston, MA 02120. Facing History and Ourselves National Foundation, Inc. (FHAO) is a national educa- tional and teacher training organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other exam- ples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. -
An Organizational Analysis of the Nazi Concentration Camps
Chaos, Coercion, and Organized Resistance; An Organizational Analysis of the Nazi Concentration Camps DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Thomas Vernon Maher Graduate Program in Sociology The Ohio State University 2013 Dissertation Committee: Dr. J. Craig Jenkins, Co-Advisor Dr. Vincent Roscigno, Co-Advisor Dr. Andrew W. Martin Copyright by Thomas V. Maher 2013 Abstract Research on organizations and bureaucracy has focused extensively on issues of efficiency and economic production, but has had surprisingly little to say about power and chaos (see Perrow 1985; Clegg, Courpasson, and Phillips 2006), particularly in regard to decoupling, bureaucracy, or organized resistance. This dissertation adds to our understanding of power and resistance in coercive organizations by conducting an analysis of the Nazi concentration camp system and nineteen concentration camps within it. The concentration camps were highly repressive organizations, but, the fact that they behaved in familiar bureaucratic ways (Bauman 1989; Hilberg 2001) raises several questions; what were the bureaucratic rules and regulations of the camps, and why did they descend into chaos? How did power and coercion vary across camps? Finally, how did varying organizational, cultural and demographic factors link together to enable or deter resistance in the camps? In order address these questions, I draw on data collected from several sources including the Nuremberg trials, published and unpublished prisoner diaries, memoirs, and testimonies, as well as secondary material on the structure of the camp system, individual camp histories, and the resistance organizations within them. My primary sources of data are 249 Holocaust testimonies collected from three archives and content coded based on eight broad categories [arrival, labor, structure, guards, rules, abuse, culture, and resistance]. -
The Spiral of Injustice – Kristallnacht, “The Night of Broken Glass”
TAGLINE Participants in the Conference for Holocaust Education Centers sponsored by the United States Holocaust Memorial Museum The Spiral of Injustice – Kristallnacht, “The Night of Broken Glass” *Who has inflicted this on us? Who has set us apart from the rest? Who has put us through such suffering? Anne M. Frank, June 6, 1944 Date Guiding Question Event / Resource Monday How did the LIVE WEBINAR (via Zoom) 7:00-8:00 PM EST: Oct. 26, 2020 propaganda machine Dr. Lindsay MacNeill, historian at the United States Holocaust strengthen the Nazi Memorial Museum joins Eszter Kutas, Executive Director of party and Philadelphia Holocaust Remembrance Foundation to discuss simultaneously divide the Nazis systematic use of propaganda leading up to the the public leading up to Second World War. To contextualize the conversation, the the Holocaust? program will begin by screening a selection of the Path to Nazi Genocide. Stay after the conversation for an open Q&A. Click: WEBINAR VIDEO: Path to Nazi Genocide, Click - VIDEO This 38-minute film introduces the history of the Holocaust. It begins by looking back at the major changes from 1918 to 1933 that created the political climate for the birth and rise of the Nazi Party in Germany. EXHIBIT: “Propaganda” Click - EXHIBIT Explore the USHMM special exhibit on the Nazis’ sophisticated propaganda campaigns and their legacy. Tuesday How does Kristallnacht LIVE WEBINAR (via Zoom) 7:00-8:00 PM MST: Oct. 27, 2020 represent a turning Teaching the Holocaust: Focus on Kristallnacht presented by point in the Spiral of Echoes and Reflections Injustice targeting Jews? How do we create impactful and thoughtful learning of the Holocaust? Webinar participants will explore and gain access to content and consider instructional enhancements to support study and reflection of the history of the Holocaust and its ongoing meaning in the world today.