Americans and the Holocaust
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Federal Files on the Famous–And Infamous
Federal Files on the Famous–and Infamous The collections of personnel records at the National Archives available. Digital copies of PEPs can be purchased on CD/DVDs. include files that document military and civilian service for The price of the disc depends on the number of pages contained persons who are well known to the public for many reasons. in the original paper record and range from $20 (100 pages or These individuals include celebrated military leaders, less) to $250 (more than 1,800 pages). For more information or Medal of Honor recipients, U.S. Presidents, members of to order copies of digitized PEP records only, please write to pep. Congress, other government officials, scientists, artists, [email protected]. Archival staff are in the process of identifying entertainers, and sports figures—individuals noted for the records of prominent civilian employees whose names will personal accomplishments as well as persons known for their be added to the list. Other individuals whose records are now infamous activities. available for purchase on CD are: The military service departments and NARA have Creighton W. Abrams, Grover Cleveland Alexander, identified over 500 such military records for individuals Desi Arnaz, Joe L. Barrow, John M. Birch, Hugo L. Black, referred to as “Persons of Exceptional Prominence” (PEP). Gregory Boyington, Prescott S. Bush, Smedley Butler, Evans Many of these records are now open to the public earlier F. Carlson, William A. Carter, Adna R. Chaffee, Claire than they otherwise would have been (62 years after the Chennault, Mark W. Clark, Benjamin O. Davis. separation dates) as the result of a special agreement that Also, George Dewey, William Donovan, James H. -
Racist US Laws Provided Inspiration to the Nazis: an Interview with James Q
Racist US Laws Provided Inspiration To The Nazis: An Interview With James Q. Whitman James Q. Whitman is the Ford Foundation Professor of Comparative and Foreign Law at Yale Law School At a time when white supremacist ideas are thriving in the United States, a recently published book by James Q. Whitman, professor of comparative and foreign law at Yale Law School, provides a chilling account of the way US race law provided inspiration for the Nazis, including Hitler himself, in the making of the Nuremberg Laws and their pursuit of a “perfect” racist order. In an exclusive interview for Truthout, Professor Whitman explains the connection between the centerpiece anti-Jewish legislation of the Nazi regime – the Nuremberg Laws – and US race law. C.J. Polychroniou: Professor Whitman, most scholars before you have insisted that there was no direct US influence on Nazi race law, yetHitler’s American Model argues something quite the opposite: that the Nazis not only did not regard the United States as an ideological enemy, but in fact modeled the Nuremberg Laws after US racist legislation. First, can you briefly point out some of the evidence for your thesis, and then explain why others have failed to see a direct connection? James Q. Whitman: The evidence is pretty much in plain sight. Hitler himself described the United States in Mein Kampf as “the one state” that was making progress toward the creation of a racial order of the kind he hoped to establish in Germany. After the Nazis came to power, German lawyers regularly discussed American models — not only the model of Jim Crow segregation, but also American immigration law, which targeted Asians and southern and Eastern Europeans; American law establishing second-class citizenship for groups like Filipinos; and American anti-miscegenation statutes. -
The Nuremberg Laws Deprived Jews of Their Rights in Nazi Germany by Encyclopedia Britannica, Adapted by Newsela Staff on 04.19.17 Word Count 670 Level 800L
The Nuremberg Laws Deprived Jews of Their Rights in Nazi Germany By Encyclopedia Britannica, adapted by Newsela staff on 04.19.17 Word Count 670 Level 800L Maria (right), a 6-year-old girl of the Romanian Jewish community, wears a yellow Star of David badge bearing the word "Jude," a symbol of Nazi persecution, along with another girl during a ceremony at the Holocaust memorial in Bucharest, Romania, October 11, 2011. About 800,000 Jews lived in Romania before World War II. Half of them died during the war or were sent to concentration camps. Only about 6,000 Jews live in Romania currently, according to official statistics. AP Photo/ Vadim Ghirda The Nazis created laws to take away the rights of the Jewish people in Germany. They were called the Nuremberg Laws and were the idea of Nazi leader Adolf Hitler. The laws were passed in the city of Nuremberg, Germany, on September 15, 1935. The first law took away the citizenship of Jews. It was called the "Law of the Reich Citizen." The "Reich" was the name for the German empire. The other law was the "Law for the Protection of German Blood and German Honor." It said that Jews and non-Jewish Germans could not marry. Jews were not even allowed to fly the German flag. During World War II, Germany tried to destroy the Jewish people. They killed and imprisoned millions of them. It was called the Holocaust. The Nuremberg Laws were the beginning of that. This article is available at 5 reading levels at https://newsela.com. -
Racial State” by Scholars
Obsession, Separation, and Extermination: The Nazi Reordering of Germany 2. Nazi Germany is described as a “Racial State” by scholars. Explain the place of racism and in particular of anti-Semitism to the Nazi reordering of Germany and of Europe. In your analysis pay attention to both ideology and practice, to domestic and foreign policy, to culture and to politics. Following the Nazi rise to power, officials declared that “hereafter the Reich will recognize only three classes: Germans (of German or related blood), Jews and ‘Jewish mixtures’” (Birchall, “Reich Puts Laws on Jews in Force; Trade Untouched”, in Moeller, 98). This quote lies in a source written in 1935, well before the mass extermination of the Jewish population began in the Third Reich. The politics of the Reich were built around a feeling of Volk and racial similarities; those who were declared to be outside of the Volk were ostracized by the practice of laws within the German culture. Racist ideology was formed and manifested quickly upon the rise of Nazi power, with racial laws causing an obsession with heritage and the split of Germans and Jews. Nazi racism spread internationally as well, particularly as the Nazis began the occupation of Poland, Austria, and other nations. This potent racism, especially toward Jews, fueled the manner in which the Nazis reordered the German nation into a race-obsessed state and spread their obsession into neighboring countries. Politics were the origin of the extreme anti-Semitism in Nazi German. The politicians decided what the German people should believe and advertised it well enough to succeed in changing the outlook of the population. -
Hitler's American Model
Hitler’s American Model The United States and the Making of Nazi Race Law James Q. Whitman Princeton University Press Princeton and Oxford 1 Introduction This jurisprudence would suit us perfectly, with a single exception. Over there they have in mind, practically speaking, only coloreds and half-coloreds, which includes mestizos and mulattoes; but the Jews, who are also of interest to us, are not reckoned among the coloreds. —Roland Freisler, June 5, 1934 On June 5, 1934, about a year and a half after Adolf Hitler became Chancellor of the Reich, the leading lawyers of Nazi Germany gathered at a meeting to plan what would become the Nuremberg Laws, the notorious anti-Jewish legislation of the Nazi race regime. The meeting was chaired by Franz Gürtner, the Reich Minister of Justice, and attended by officials who in the coming years would play central roles in the persecution of Germany’s Jews. Among those present was Bernhard Lösener, one of the principal draftsmen of the Nuremberg Laws; and the terrifying Roland Freisler, later President of the Nazi People’s Court and a man whose name has endured as a byword for twentieth-century judicial savagery. The meeting was an important one, and a stenographer was present to record a verbatim transcript, to be preserved by the ever-diligent Nazi bureaucracy as a record of a crucial moment in the creation of the new race regime. That transcript reveals the startling fact that is my point of departure in this study: the meeting involved detailed and lengthy discussions of the law of the United States. -
FROM ARSENAL to ALLY the United States Enters the War (Franklin D
OVERVIEW ESSAY FROM ARSENAL TO ALLY The United States Enters the War (Franklin D. Roosevelt Presidential Library & Museum, 48223713(92).) When World War I ended in 1918, the American stay focused on domestic problems. Millions public was eager to reduce the country’s of families were still out of work due to the involvement in world affairs. The war had been Great Depression, while the darkening situation tremendously costly. Over 200,000 American abroad reinforced the idea that it would be soldiers were killed or wounded. President unwise for America to intervene in international Woodrow Wilson wanted the United States to conflicts where vital national interests were not help keep the peace in Europe, but the US at stake. “Our own troubles are so numerous Congress blocked his attempt to have America and so difficult,” said Congresswoman Edith join the recently created League of Nations. Nourse Rogers, “that we have neither the time Voters then registered their disapproval of or inclination to meddle in the affairs of others.” Wilson’s diplomatic initiative by choosing the To prevent the United States from being drawn isolationist Republican Warren G. Harding in the into future foreign wars, Congress passed a 1920 presidential election. Harding promised to series of Neutrality Acts banning American keep the nation’s foreign policy focused tightly citizens from trading with nations at war, loaning on American interests. The nation didn’t need them money, or traveling on their ships. heroics, he declared. It needed a return to “normalcy.” Hitler’s invasion of Poland shook but did not shatter America’s commitment to isolationism. -
Teacher Guide (PDF)
AMERICANS AND THE HOLOCAUST TEACHER GUIDE ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT ushmm.org/americans AMERICANS AND THE HOLOCAUST ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT OVERVIEW In this lesson, students will identify multiple economic, social, and geopolitical factors that influenced Americans’ attitudes about the United States’ role in the world from 1939–1941, when people in the United States were deeply divided about what actions, if any, America should take in defense of countries threatened by German military conquest. Through an examination of primary source documents, students will identify and evaluate arguments that different Americans made for the provision of military materiel to Britain in 1940. Ultimately, students will reflect on questions that this lesson raises about America’s role in the world today. This lesson explores the following question: n How did Americans interpret their role in the world when facing the threat of war? HISTORY KEY QUESTIONS EXPLORED 1. From 1939–1941, what information was available to Americans about German military expansion and the German threat to European countries? 2. What events and conditions had an impact upon Americans’ attitudes about German military expansion and whether the United States should supply military materiel to Great Britain? 3. How did Americans respond to the proposal that the United States provide military aid to Great Britain in defense against German attacks? HISTORY LEARNING OBJECTIVES 1. Students will understand that there were many different issues that the American public perceived as having a critical impact on their livelihoods, security, and core values. -
"The Spirit Of" Due Process As Advocated by Charles Lindbergh
CLARK_57-1_POST CLARK PAGES (DO NOT DELETE) 3/25/2020 10:56 AM “The Spirit of” Due Process as Advocated by Charles Lindbergh: Revisiting Pacific Air Transport v. United States, 98 Ct. Cl. 649 (1942) THOMAS C. CLARK, II* * © 2020 Thomas C. Clark, II. Judge, 22nd Circuit Court, St. Louis, Missouri. This author acknowledges the several individuals who offered invaluable assistance and provided unconditional support with this endeavor. With gratitude, the author acknowledges the guidance of his master’s thesis committee members and skilled scholars, Chair Shawn Marsh, Ph.D., Richard Bjur, Ph.D., and Matthew Leone, Ph.D. The author appreciates his great friend, an academic intellect and a devoted cleric, Rev. Richard Quirk, Ph.D., for providing both the needed historical context and the prevailing political considerations of this time period; recognizes lawyer and friend Michael Silbey for sharing his unparalleled skill and thoughtful counsel when assisting with this undertaking; acknowledges great friends of prodigious legal talent, Catherine A. Schroeder, Yvonne Yarnell, John Wilbers, Jill Hunt, and Hon. Elizabeth Hogan for their encouragement, friendship, and uncompromising loyalty; thanks influential legal mentors Shirley Rodgers and the Hon. John Riley for shaping both legal and judicial careers; thanks the most thoughtful jurists presiding throughout the country—especially the talented judge from Arkansas—who attended classes at the University of Nevada-Reno with the author, and inspired his efforts to both pursue the judicial studies degree and draft this writing; appreciates his revered sister and illustrious brother-in-law, Catherine and D.J. Lutz, for their support and refreshing humor as well as thanks the loving and highly charismatic Carl and Jane Bolte. -
Testimony of Brian Darmody President, Association of University
Testimony of Brian Darmody President, Association of University Research Parks Associate Vice President for Research and Economic Development at the University of Maryland United States Senate Committee on Commerce, Science, and Transportation Research Parks and Job Creation: Innovation Through Cooperation Wednesday, December 9, 2009 6262 North Swan Road • Suite 100 • Tucson, AZ 85718 (520) 529-2521 • Fax: (520) 529-2499 • [email protected] • www.aurp.net Research Parks and Jobs: Creating Communities of Innovation I am Brian Darmody, President of the Association of University Research Parks (AURP), and Associate Vice President for Research and Economic Development at the University of Maryland. AURP represents over 300 research parks and communities of innovation in the U.S. and world, and works closely with other organizations representing technology commercialization, seed and angel investing, incubator development and state economic development policies. Research parks account for over 750,000 jobs in North America, according to a recent study. This year AURP held its annual conference in Vancouver, British Columbia. On his 1927 tour to celebrate his solo flight across the Atlantic, Charles Lindbergh wouldn’t fly to Vancouver because the airport was too small. The Vancouver government immediately bought land and built a larger airport for the fledgling air industry, which today serves as a major hub for international trade to the Pacific Rim and major jobs generator for British Columbia. We view research parks as part of a nation’s 21st century innovation infrastructure, just as airports and railroads did in earlier centuries, and high bandwidth internet backbone serves today. Innovation is key to job creation, and support for innovation an important federal mission. -
The Complex Relationship Between Jews and African Americans in the Context of the Civil Rights Movement
The Gettysburg Historical Journal Volume 20 Article 8 May 2021 The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Hannah Labovitz Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/ghj Part of the History Commons Share feedback about the accessibility of this item. Recommended Citation Labovitz, Hannah (2021) "The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement," The Gettysburg Historical Journal: Vol. 20 , Article 8. Available at: https://cupola.gettysburg.edu/ghj/vol20/iss1/8 This open access article is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Abstract The Civil Rights Movement occurred throughout a substantial portion of the twentieth century, dedicated to fighting for equal rights for African Americans through various forms of activism. The movement had a profound impact on a number of different communities in the United States and around the world as demonstrated by the continued international attention marked by recent iterations of the Black Lives Matter and ‘Never Again’ movements. One community that had a complex reaction to the movement, played a major role within it, and was impacted by it was the American Jewish community. The African American community and the Jewish community were bonded by a similar exclusion from mainstream American society and a historic empathetic connection that would carry on into the mid-20th century; however, beginning in the late 1960s, the partnership between the groups eventually faced challenges and began to dissolve, only to resurface again in the twenty-first century. -
Early Developments in Commercial Flight
LESSON 3 Early Developments in Commercial Flight HARLES A. LINDBERGH was one of many Quick Write young men and women learning to fl y C in 1922. He toured as a wing walker and parachutist in a barnstorming act, and then as a pilot. He joined the Charles Lindbergh did not have modern navigation Army in 1924 and graduated fi rst in his fl ying class equipment or another in 1925, but did not receive a regular commission. pilot when he made his He joined the Army Reserve and returned to civilian famous New York-to-Paris fl ight. After reading the life. He then spent a year as a pilot for the new story about his fl ight across airmail service. the Atlantic Ocean, name three things that make In September 1926 he decided to try to fl y across this solo fl ight a historical the Atlantic. He had his eye on the Orteig prize— accomplishment. $25,000 for the fi rst pilot to fl y solo nonstop from New York City to Paris, France. Lindbergh knew that other pilots were after the same prize, so he moved fast. He had $2,000 of his own Learn About savings, plus $13,000 he’d collected from businessmen • why Charles Lindbergh’s in St. Louis. He struck a deal with Ryan Aircraft Inc. contribution to aviation to build him a plane. He wanted a high-wing became famous monoplane with a single air-cooled 220-horsepower • the signifi cance of Wright Whirlwind engine. Amelia Earhart’s transatlantic fl ights Just 60 days after the contract was signed, Ryan • how early developments delivered the aircraft. -
114 STAT. 3446 PROCLAMATION 7387—DEC. 14, 2000 Wright
114 STAT. 3446 PROCLAMATION 7387—DEC. 14, 2000 the Berlin Wall and the triumph of democracy in the Cold War. More people live in freedom today than at any other time in history. But that march toward freedom is not inevitable; it is advanced by in dividual acts of courage and will; by the strong voices of people refus ing to be silenced by their oppressors; by the willingness of free people and free nations to defend the rights of men, women, and children. He roes like Lech Walesa in Poland, Vaclav Havel in the Czech Republic. Nelson Mandela in South Africa, and Aung San Suu Kyi in Burma are powerful reminders of how precious our human rights are and how high the cost is to sustain them. The Bill of Rights and the Universal Declaration of Human Rights that we celebrate this week are not mere ly proud words preserved on paper; they are a pledge written on our consciences and to oppressed people everyivhere, so that they too will some day know the meaning of dignity and the blessing of human rights. NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the United States of America, by virtue of the authority vested in me by the Con stitution and laws of the United States, do hereby proclaim December 10, 2000, as Human Rights Day; December 15, 2000, as Bill of Rights Day; and the week beginning December 10, 2000, as Human Rights Week. I call upon the people of the United States to celebrate these ob servances with appropriate activities, ceremonies, and programs that demonstrate our national commitment to the Bill of Rights, the Univer sal Declaration of Human Rights, and promotion and protection of human rights for all people.