Prejudice Against and Hostility Toward Jews As a Religious, Ethnic, Or Racial Group
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From Complaisance to Collaboration: Analyzing Citizens╎ Motives Near
James Madison University JMU Scholarly Commons Proceedings of the Tenth Annual MadRush MAD-RUSH Undergraduate Research Conference Conference: Best Papers, Spring 2019 From Complaisance to Collaboration: Analyzing Citizens’ Motives Near Concentration and Extermination Camps During the Holocaust Jordan Green Follow this and additional works at: https://commons.lib.jmu.edu/madrush Part of the European History Commons, and the Holocaust and Genocide Studies Commons Green, Jordan, "From Complaisance to Collaboration: Analyzing Citizens’ Motives Near Concentration and Extermination Camps During the Holocaust" (2019). MAD-RUSH Undergraduate Research Conference. 1. https://commons.lib.jmu.edu/madrush/2019/holocaust/1 This Event is brought to you for free and open access by the Conference Proceedings at JMU Scholarly Commons. It has been accepted for inclusion in MAD-RUSH Undergraduate Research Conference by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. From Complaisance to Collaboration: Analyzing Citizens’ Motives Near Concentration and Extermination Camps During the Holocaust Jordan Green History 395 James Madison University Spring 2018 Dr. Michael J. Galgano The Holocaust has raised difficult questions since its end in April 1945 including how could such an atrocity happen and how could ordinary people carry out a policy of extermination against a whole race? To answer these puzzling questions, most historians look inside the Nazi Party to discern the Holocaust’s inner-workings: official decrees and memos against the Jews and other untermenschen1, the role of the SS, and the organization and brutality within concentration and extermination camps. However, a vital question about the Holocaust is missing when examining these criteria: who was watching? Through research, the local inhabitants’ knowledge of a nearby concentration camp, extermination camp or mass shooting site and its purpose was evident and widespread. -
A Matter of Comparison: the Holocaust, Genocides and Crimes Against Humanity an Analysis and Overview of Comparative Literature and Programs
O C A U H O L S T L E A C N O N I T A A I N R L E T L N I A R E E M C E M B R A N A Matter Of Comparison: The Holocaust, Genocides and Crimes Against Humanity An Analysis And Overview Of Comparative Literature and Programs Koen Kluessien & Carse Ramos December 2018 International Holocaust Remembrance Alliance A Matter of Comparison About the IHRA The International Holocaust Remembrance Alliance (IHRA) is an intergovernmental body whose purpose is to place political and social leaders’ support behind the need for Holocaust education, remembrance and research both nationally and internationally. The IHRA (formerly the Task Force for International Cooperation on Holocaust Education, Remembrance and Research, or ITF) was initiated in 1998 by former Swedish Prime Minister Göran Persson. Persson decided to establish an international organisation that would expand Holocaust education worldwide, and asked former president Bill Clinton and former British prime minister Tony Blair to join him in this effort. Persson also developed the idea of an international forum of governments interested in discussing Holocaust education, which took place in Stockholm between 27–29 January 2000. The Forum was attended by the representatives of 46 governments including; 23 Heads of State or Prime Ministers and 14 Deputy Prime Ministers or Ministers. The Declaration of the Stockholm International Forum on the Holocaust was the outcome of the Forum’s deliberations and is the foundation of the International Holocaust Remembrance Alliance. The IHRA currently has 31 Member Countries, 10 Observer Countries and seven Permanent International Partners. -
Running Head: the TRAGEDY of DEPORTATION 1
Running head: THE TRAGEDY OF DEPORTATION 1 The Tragedy of Deportation An Analysis of Jewish Survivor Testimony on Holocaust Train Deportations Connor Schonta A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2016 THE TRAGEDY OF DEPORTATION 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ David Snead, Ph.D. Thesis Chair ______________________________ Christopher Smith, Ph.D. Committee Member ______________________________ Mark Allen, Ph.D. Committee Member ______________________________ Brenda Ayres, Ph.D. Honors Director ______________________________ Date THE TRAGEDY OF DEPORTATION 3 Abstract Over the course of World War II, trains carried three million Jews to extermination centers. The deportation journey was an integral aspect of the Nazis’ Final Solution and the cause of insufferable torment to Jewish deportees. While on the trains, Jews endured an onslaught of physical and psychological misery. Though most Jews were immediately killed upon arriving at the death camps, a small number were chosen to work, and an even smaller number survived through liberation. The basis of this study comes from the testimonies of those who survived, specifically in regard to their recorded experiences and memories of the deportation journey. This study first provides a brief account of how the Nazi regime moved from methods of emigration and ghettoization to systematic deportation and genocide. Then, the deportation journey will be studied in detail, focusing on three major themes of survivor testimony: the physical conditions, the psychological turmoil, and the chaos of arrival. -
The Nazis and the German Population: a Faustian Deal? Eric A
The Nazis and the German Population: A Faustian Deal? Eric A. Johnson, Nazi Terror. The Gestapo, Jews, and Ordinary Germans, New York: Basic Books, 2000, 636 pp. Reviewed by David Bankier Most books, both scholarly and popular, written on relations between the Gestapo and the German population and published up to the early 1990s, focused on the leaderships of the organizations that powered the terror and determined its contours. These books portray the Nazi secret police as omnipotent and the population as an amorphous society that was liable to oppression and was unable to respond. This historical portrayal explained the lack of resistance to the regime. As the Nazi state was a police state, so to speak, the individual had no opportunity to take issue with its policies, let alone oppose them.1 Studies published in the past decade have begun to demystify the Gestapo by reexamining this picture. These studies have found that the German population had volunteered to assist the apparatus of oppression in its actions, including the persecution of Jews. According to the new approach, the Gestapo did not resemble the Soviet KGB, or the Romanian Securitate, or the East German Stasi. The Gestapo was a mechanism that reacted to events more than it initiated them. Chronically short of manpower, it did not post a secret agent to every street corner. On the contrary: since it did not have enough spies to meet its needs, it had to rely on a cooperative population for information and as a basis for its police actions. The German public did cooperate, and, for this reason, German society became self-policing.2 1 Edward Crankshaw, Gestapo: Instrument of Tyranny (London: Putnam, 1956); Jacques Delarue, Histoire de la Gestapo (Paris: Fayard, 1962); Arnold Roger Manvell, SS and Gestapo: Rule by Terror (London: Macdonald, 1970); Heinz Höhne, The Order of the Death’s Head: The Story of Hitler’s SS (New York: Ballantine, 1977). -
Simplified WWII Timeline
~ Belz Museum of Asian and Judaic Art ~ Holocaust Memorial Gallery ~ Simplified World War II Timeline 1933 JANUARY 30, 1933 German President Paul von Hindenburg appointed Adolf Hitler chancellor. At the time, Hitler was leader of the National Socialist German Workers' Party (Nazi party). FEBRUARY 27-28, 1933 The German parliament (Reichstag) building burned down under mysterious circumstances. The government treated it as an act of terrorism. FEBRUARY 28, 1933 Hitler convinced President von Hindenburg to invoke an emergency clause in the Weimar Constitution. The German parliament then passed the Decree of the Reich President for the Protection of Nation (Volk) and State, popularly known as the Reichstag Fire Decree, the decree suspended the civil rights provisions in the existing German constitution, including freedom of speech, assembly, and press, and formed the basis for the incarceration of potential opponents of the Nazis without benefit of trial or judicial proceeding. MARCH 22, 1933 The SS (Schutzstaffel), Hitler's “elite guard,” established a concentration camp outside the town of Dachau, Germany, for political opponents of the regime. It was the only concentration camp to remain in operation from 1933 until 1945. By 1934, the SS had taken over administration of the entire Nazi concentration camp system. MARCH 23, 1933 The German parliament passed the Enabling Act, which empowered Hitler to establish a dictatorship in Germany. APRIL 1, 1933 The Nazis organized a nationwide boycott of Jewish-owned businesses in Germany. Many local boycotts continued throughout much of the 1930s. APRIL 7, 1933 The Nazi government passed the Law for the Restoration of the Professional Civil Service, which excluded Jews and political opponents from university and governmental positions. -
Using Diaries to Understand the Final Solution in Poland
Miranda Walston Witnessing Extermination: Using Diaries to Understand the Final Solution in Poland Honours Thesis By: Miranda Walston Supervisor: Dr. Lauren Rossi 1 Miranda Walston Introduction The Holocaust spanned multiple years and states, occurring in both German-occupied countries and those of their collaborators. But in no one state were the actions of the Holocaust felt more intensely than in Poland. It was in Poland that the Nazis constructed and ran their four death camps– Treblinka, Sobibor, Chelmno, and Belzec – and created combination camps that both concentrated people for labour, and exterminated them – Auschwitz and Majdanek.1 Chelmno was the first of the death camps, established in 1941, while Treblinka, Sobibor, and Belzec were created during Operation Reinhard in 1942.2 In Poland, the Nazis concentrated many of the Jews from countries they had conquered during the war. As the major killing centers of the “Final Solution” were located within Poland, when did people in Poland become aware of the level of death and destruction perpetrated by the Nazi regime? While scholars have attributed dates to the “Final Solution,” predominantly starting in 1942, when did the people of Poland notice the shift in the treatment of Jews from relocation towards physical elimination using gas chambers? Or did they remain unaware of such events? To answer these questions, I have researched the writings of various people who were in Poland at the time of the “Final Solution.” I am specifically addressing the information found in diaries and memoirs. Given language barriers, this thesis will focus only on diaries and memoirs that were written in English or later translated and published in English.3 This thesis addresses twenty diaries and memoirs from people who were living in Poland at the time of the “Final Solution.” Most of these diaries (fifteen of twenty) were written by members of the intelligentsia. -
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. -
State Policies Concerning Holocaust Education by Dustin D
Curriculum Education Commission of the States • 700 Broadway, Suite 1200 • Denver, CO 80203-3460 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org State Policies Concerning Holocaust Education By Dustin D. Weeden June 2005 Introduction During the height of Nazi power from 1933 through 1945, six million Jews and millions of other people were murdered in concentration camps. Following the liberation of these camps by the Allied powers, the world learned of the state-sponsored genocide now known as the Holocaust. Holocaust education did not end then as decades later the world is still learning about the atrocities that occurred. A handful of states have incorporated Holocaust education into state education policy, ensuring younger generations will continue learning about the human rights violations that transpired. State education policy concerning the Holocaust typically takes one of two forms. The first is the creation of a commission, council or task force on the Holocaust. The second is mandating instruction of the Holocaust be part of state curriculum. While increasing awareness of the Holocaust through education is the common purpose, commissions and curricula accomplish their objectives differently. This StateNote includes only statutory provisions and excludes state board or department programs. States such as Ohio, which created a council on the Holocaust by order of the governor, are not included in these notes. How Many States Have Holocaust Education Statutes? Seventeen states have passed some type of legislation regarding Holocaust education. Alabama, California, Georgia, Mississippi, Nevada, New Jersey, North Carolina, South Carolina Tennessee and West Virginia have created a commission or similar body on the Holocaust. -
Holocaust Myths and Misconceptions
Holocaust Myths and Misconceptions 1. German Jews were a large proportion of Germany’s population. a. In 1933, approximately 9.5 million Jews lived in Europe, comprising 1.7% of the total European population. This number represented more than 60 percent of the world’s Jewish population at that time, estimated at 15.3 million. Of these, the largest Jewish community was in Poland – about 3,250,000 Jews or 9.8% of the Polish population. Germany’s approximately 565,000 Jews made up only 0.8% of its population. 2. Killing Jews was on Hitler and the Nazi Party’s agenda from the beginning. a. Plans to murder Europe’s Jews began when forced immigration out of German territory was no longer a viable goal. In part because German territory kept expanding into areas that contained millions of Jews. The authorization for the “Final Solution” began in July 1941 and was finally ratified in January 1942. 3. The Nazis system of concentration camps consisted of about 10,000 camps. a. From 1933-1945 over 44,000 camps existed across occupied Europe. 4. Most concentration camps had a gas chamber and crematoria. a. Only six camps were designated as systematic killing centers. Camps equipped with gassing facilities, for mass murder of Jews included Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, and Treblinka. Industrial scale crematoria only existed at Auschwitz-Birkenau and only after 1943. Up to 2,700,000 Jews were murdered at these camps, as were tens of thousands of Gypsies, Soviet prisoners of war, Poles, and others. 5. All Jews in camps received tattoo numbers on their arms. -
Alternative Assignments.Pdf
The Holocaust QUESTIONNAIRE - Page 4 7. You are now standing on the outside on a cold and bitter morning, listening for the sound of a truck that will take you to an extermination camp for certain death because you have not asked for mercy and none has been given. After standing about fifteen minutes you hear the sound of a truck approaching and you know what that means. Suddenly, and without even being aware of it, you begin to concentrate hard on not being sent to an extermination camp because you want to live and someday return home again. As you are concentrating you become aware that the person in charge of the camp is walking in your direction. He stops right in front of you and, without saying a word, motions his right hand, signaling you to get back to the work group. You cannot understand why he is doing this when he seemed so determined that you should be sent to an extermination camp. Now your spirits are uplifted again because as long as you can remain in a work group there is hope of surviving this ordeal. Do you believe that your own mental concentration caused it to happen? 8. After staying in a work group for about six weeks, the person in charge of the camp changes his mind and orders that you be shipped out to an extermination camp. This time you begin to accept death as inevitable because you can no longer remain in a work group. You are taken to a railroad station and ordered to enter an open type freight car with about 150 others who are no longer able to perform the heavy physical work. -
YIVO Institute for Jewish Research Re: Otto Frank File Embargoed Until
Prepared for: YIVO Institute for Jewish Research Re: Otto Frank File Embargoed until: February 14, 2007 at 10 AM EST BACKGROUND TO THE SITUATION OF JEWS IN THE NETHERLANDS UNDER NAZI OCCUPATION AND OF THE FAMILY OF OTTO FRANK By: David Engel Greenberg Professor of Holocaust Studies New York University Understanding the situation of Jews in the Netherlands under Nazi occupation, like understanding any aspect of the Holocaust, requires suspension of hindsight. No one could know in 1933, 1938, or even early 1941 that the Nazi regime would soon embark upon a systematic program aimed at killing each and every Jewish man, woman, and child within its reach. The statement is true of top German officials no less than it is of the Jewish and non-Jewish civilian populations of the twenty countries within the Nazi orbit and of the governments and peoples of the Allied and neutral countries. Although it is tempting to look back upon the history of Nazi anti-Jewish utterances and measures and to detect in them an ostensible inner logic leading inexorably to mass murder, the consensus among historians today is that when the Nazi regime came to power in January 1933 it had no clear idea how the so-called Jewish problem might best be solved. It knew only that, from its perspective, Jews presented a problem that would need to be solved sooner or later, but finding a long-term solution was initially not one of the regime's most immediate priorities. Between 1933-41 various Nazi agencies proposed different schemes for dealing with Jews. -
Séminaire De Budapest, 15-17 Avril 2004 Actes Seminar of Budapest
DGIV/EDU/MEM (2004) 19 prov. bil. Séminaire de Budapest, 15-17 avril 2004 Actes Seminar of Budapest, 15-17 April 2004 Proceedings The opinions expressed in this work are the responsibility of the authors and do not necessarily reflect the official policy of the Council of Europe. All requests concerning the reproduction or translation of all or part of the document should be addressed to the Publishing Division, Communication and Research Directorate (F-67075 Strasbourg Cedex or [email protected]). All other correspondence concerning this publication should be addressed to the Directorate of school and higher education, Division for the European dimension of education. Les vues exprimées dans cet ouvrage sont de la responsabilité des auteurs et ne reflètent pas nécessairement la ligne officielle du Conseil de l’Europe. Toute demande de reproduction ou de traduction de tout ou d’une partie du document doit être adressée à la Division des éditions, Direction de la communication et de la recherche (F-67075 Strasbourg ou [email protected]). Toute autre correspondance relative à cette publication doit être adressée à la Direction de l'éducation et de l'enseignement supérieur, Division de la dimension européenne de l'éducation. © Council of Europe, December 2004 Table des matières/Contents Welcome speech by Walter Schwimmer ............................................... 5 Secretary General of the Council of Europe Welcome speech by Peter Medgyes..................................................... 9 Deputy State Secretary, Hungarian Ministry of Education „Kamocha, just like you” by Alfred Schöner......................................... 11 Rector of Jewish Theological seminary, University of Jewish Studies Les victimes de l’Holocauste par Jean-Michel Lecomte ...................... 15 Expert, membre du groupe de projet «Enseigner la mémoire» Persecution and Resistance of Jehovah’s Witnesses ........................