Matter of Kulle
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SS-Totenkopfverbände from Wikipedia, the Free Encyclopedia (Redirected from SS-Totenkopfverbande)
Create account Log in Article Talk Read Edit View history SS-Totenkopfverbände From Wikipedia, the free encyclopedia (Redirected from SS-Totenkopfverbande) Navigation Not to be confused with 3rd SS Division Totenkopf, the Waffen-SS fighting unit. Main page This article may require cleanup to meet Wikipedia's quality standards. No cleanup reason Contents has been specified. Please help improve this article if you can. (December 2010) Featured content Current events This article needs additional citations for verification. Please help improve this article by adding Random article citations to reliable sources. Unsourced material may be challenged and removed. (September 2010) Donate to Wikipedia [2] SS-Totenkopfverbände (SS-TV), rendered in English as "Death's-Head Units" (literally SS-TV meaning "Skull Units"), was the SS organization responsible for administering the Nazi SS-Totenkopfverbände Interaction concentration camps for the Third Reich. Help The SS-TV was an independent unit within the SS with its own ranks and command About Wikipedia structure. It ran the camps throughout Germany, such as Dachau, Bergen-Belsen and Community portal Buchenwald; in Nazi-occupied Europe, it ran Auschwitz in German occupied Poland and Recent changes Mauthausen in Austria as well as numerous other concentration and death camps. The Contact Wikipedia death camps' primary function was genocide and included Treblinka, Bełżec extermination camp and Sobibor. It was responsible for facilitating what was called the Final Solution, Totenkopf (Death's head) collar insignia, 13th Standarte known since as the Holocaust, in collaboration with the Reich Main Security Office[3] and the Toolbox of the SS-Totenkopfverbände SS Economic and Administrative Main Office or WVHA. -
Mauthausen-Gusen Concentration Camp System Varies Considerably from Source to Source
Mauthausen-Gusen concentrationCoordinates: 48°15camp′32″N 14°30′04″E From Wikipedia, the free encyclopedia Mauthausen Concentration Camp (known from the summer of 1940 as Mauthausen- Gusen Concentration Camp) grew to become a large group of Nazi concentration camps that was built around the villages of Mauthausen and Gusen in Upper Austria, roughly 20 kilometres (12 mi) east of the city of Linz. Initially a single camp at Mauthausen, it expanded over time to become one of the The Mauthausen parade ground – a view largest labour camp complexes in German- towards the main gate controlled Europe.[1][2] Apart from the four main sub-camps at Mauthausen and nearby Gusen, more than 50 sub-camps, located throughout Austria and southern Germany, used the inmates as slave labour. Several subordinate camps of the KZ Mauthausen complex included quarries, munitions factories, mines, arms factories and Me 262 fighter-plane assembly plants.[3] In January 1945, the camps, directed from the central office in Mauthausen, contained roughly 85,000 inmates.[4] The death toll remains unknown, although most sources place it between 122,766 and 320,000 for the entire complex. The camps formed one of the first massive concentration camp complexes in Nazi Germany, and were the last ones to be liberated by the Western Allies or the Soviet Union. The two main camps, Mauthausen and Gusen I, were also the only two camps in the whole of Europe to be labelled as "Grade III" camps, which meant that they were intended to be the toughest camps for the "Incorrigible Political -
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. -
Spaces of Killing Using National Research to Inform Your Classroom Practice
CENTRE FOR HOLOCAUST EDUCATION The entrance sign to Treblinka. Credit: Yad Vashem Spaces of killing Using national research to inform your classroom practice. Highlights from our research report ‘What do students know and understand about Research the Holocaust?’ Evidence from English secondary schools (Foster et al, 2016) briefing 4 Free to download at www.holocausteducation.org.uk/research If students are to understand the significance of the Holocaust and the full enormity of its scope and scale, they need to appreciate that it was a continent-wide genocide. Why does this matter? The perpetrators ultimately sought to kill every Jew, everywhere they could reach them with victims Knowledge of the ‘spaces of killing’ is crucial to an understanding of the uprooted from communities across Europe. It is therefore crucial to know about the geography of the Holocaust. If students do not appreciate the scale of the killings outside of Holocaust relating to the development of the concentration camp system; the location, role and purpose Germany and particularly the East, then it is impossible to grasp the devastation of the ghettos; where and when Nazi killing squads committed mass shootings; and the evolution of the of Jewish communities in Europe or the destruction of diverse and vibrant death camps. cultures that had developed over centuries. This briefing, the fourth in our series, explores students’ knowledge and understanding of these key Entire communities lost issues, drawing on survey research and focus group interviews with more than 8,000 11 to 18 year olds. Thousands of small towns and villages in Poland, Ukraine, Crimea, the Baltic states and Russia, which had a majority Jewish population before the war, are now home to not a single Jewish person. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
White Supremacy Search Trends in the United States
01 / WHITE SUPREMACY SEARCH TRENDS IN THE UNITED STATES White Supremacy Search Trends in the United States June 2021 02 / WHITE SUPREMACY SEARCH TRENDS IN THE UNITED STATES ! Warning This report contains racist and violent extremist language and other content that readers may find distressing. 03 / WHITE SUPREMACY SEARCH TRENDS IN THE UNITED STATES Contents 04 Introduction 05-06 Crisis Response 07-16 Search Insights 07-09 What Did Americans Search For? 10-11 Where Did Americans Consume Extremist Content? 12 What Were the Most Popular Forums and Websites? 13 What Extremist Literature Did Americans Search For? 14 What Extremist Merchandise Did Americans Search For? 14-15 What Extremist Groups Did Americans Search For? 16 Who Searched for Extremist Content? 17-20 Appendix A: Keyword Descriptions 04 / WHITE SUPREMACY SEARCH TRENDS IN THE UNITED STATES Introduction Moonshot partnered with the Anti-Defamation League (ADL) to analyze US search traffic in July 2020 in response to the threats posed by white supremacist narratives and ideology in the US this past year. The dominant socio-political events of 2020-2021—the COVID-19 pandemic, the widespread BLM protests and counter-protests, and the presidential election—coalesced to create fertile ground for white supremacists and other violent extremist movements to mobilize and recruit. In 2020, racism and systemic racial inequality took center stage in the American public eye, with nationwide mass protests against recent police killings of Black people and historic evidence of racial injustice.1 -
Holocaust Education Teacher Resources Why Teach The
Holocaust Education Teacher Resources Compiled by Sasha Wittes, Holocaust Education Facilitator For Ilana Krygier Lapides, Director, Holocaust & Human Rights Education Calgary Jewish Federation Why Teach The Holocaust? The Holocaust illustrates how silence and indifference to the suffering of others, can unintentionally, serve to perpetuate the problem. It is an unparalleled event in history that brings to the forefront the horrors of racism, prejudice, and anti-Semitism, as well as the capacity for human evil. The Canadian education system should aim to be: democratic, non-repressive, humanistic and non-discriminating. It should promote tolerance and offer bridges for understanding of the other for reducing alienation and for accommodating differences. Democratic education is the backbone of a democratic society, one that fosters the underpinning values of respect, morality, and citizenship. Through understanding of the events, education surrounding the Holocaust has the ability to broaden students understanding of stereotyping and scapegoating, ensuring they become aware of some of the political, social, and economic antecedents of racism and provide a potent illustration of both the bystander effect, and the dangers posed by an unthinking conformity to social norms and group peer pressure. The study of the Holocaust coupled with Canada’s struggle with its own problems and challenges related to anti-Semitism, racism, and xenophobia will shed light on the issues facing our society. What was The Holocaust? History’s most extreme example of anti- Semitism, the Holocaust, was the systematic state sponsored, bureaucratic, persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933-1945. The term “Holocaust” is originally of Greek origin, meaning ‘sacrifice by fire’ (www.ushmm.org). -
Mauthausen Memorial Redesign
REPUBLIK ÖSTERREICH BM.I BUNDESMINISTERIUM FÜR INNERES MAUTHAUSEN MEMORIAL REDESIGN MAUTHAUSEN MEMORIAL | KZ-GEDENKSTÄTTE MAUTHAUSEN PUBLISHER Federal Ministry of the Interior, Section IV/7 DIRECTOR Barbara Glück AUTHORS Christian Dürr, Florian Freund, Harald Hutterberger, Yariv Lapid, Ralf Lechner, Stephan Matyus, Bertrand Perz, Barbara Glück, Jörg Skriebeleit, Franz Sonnenberger, Heidemarie Uhl, Robert Vorberg GRAPHIC DESIGN & TYPESETTING Federal Ministry of the Interior, Section I/8 (CP) TRANSLATION FROM GERMAN Nick Somers EDITING & PROOFREADING Betti Moser PRINTING Digital print centre of the Federal Ministry of the Interior 2 MAUTHAUSEN MEMORIAL REDESIGN Framework concept for the redesign of the Mauthausen Memorial Vienna 2012 3 4 CONTENTS FOREWORD ...................................................................................................................... 6 INTRODUCTION ............................................................................................................... 7 DEVELOPMENT OF THE NEW CONCEPT .................................................................. 7 MAUTHAUSEN CONCENTRATION CAMP 1939–1945 ............................................... 9 MAUTHAUSEN MEMORIAL ..................................................................................... 10 COMMEMORATIVE CULTURE AT MAUTHAUSEN MEMORIAL ................................ 12 BASIC PRINCIPLES OF THE REDESIGN ........................................................................ 14 REDESIGN GUIDELINES ........................................................................................ -
Zum Selbstverständnis Von Frauen Im Konzentrationslager. Das Lager Ravensbrück
Zum Selbstverständnis von Frauen im Konzentrationslager. Das Lager Ravensbrück. von der Fakultät I Geisteswissenschaften der Technischen Universität Berlin genehmigte Dissertation zur Erlangung des akademischen Grades Doktorin der Philosophie vorgelegt von Silke Schäfer aus Berlin D 83 Berichter: Prof. Dr. Wolfgang Benz Berichterin: Prof. Dr. Johanna Bleker (FUB) Tag der Wissenschaftlichen Aussprache 06. Februar 2002 1 Inhaltsverzeichnis Einleitung 4 1 Problemfelder und Nachkriegsprozesse 11 1.1 Begriffsklärung 11 1.1.1 Sprache 13 1.1.2 Das nationalsozialistische "Frauenbild" 14 1.1.3 Täterinnen 18 1.1.4 Kategorien für Frauen im Konzentrationslager 19 1.1.5 Auswahlkriterien 26 1.2 Strafverfolgung 28 1.2.1 Militärgerichtsverfahren 29 1.2.2 Die Hamburger Ravensbrück-Prozesse 32 1.2.3 Strafverfahren vor deutschen Gerichten 38 1.2.4 Strafverfahren vor anderen Gerichten 40 2 Topographie 42 2.1 Vorgeschichte 42 2.1.1 Moringen 42 2.1.2 Lichtenburg 45 2.2 Das Frauen-KZ Ravensbrück 47 2.2.1 "Alltagsleben" 52 2.2.2 Solidarität 59 2.3 Arbeit 62 2.3.1 Arbeitskommandos 63 2.3.2 Wirtschaftliche Ausbeutung 64 2.3.3 Lagerbordelle und SS-Bordelle 69 2.4 Aufseherinnen 75 2.4.1 Strafen 77 2.5 Lager bei Ravensbrück 80 2.5.1 Männerlager 81 2.5.2 Jugendschutzlager Uckermark 81 3 Die Medizin 86 3.1 Der Blick auf die Mediziner 86 3.1.1 Das Revier 87 3.2 Medizinische Experimente 89 3.2.1 Sulfonamidversuche / Knochen-, 91 Muskel- und Nervenoperation Sulfonamidversuche 93 Knochen-, Muskel- und Nervenoperation 104 Versuche 108 3.3 Sterilisation 110 3.3.1 Geburten und Kinder 115 3.4 Das medizinische Personal 123 3.4.1 NS-Ärztinnen - Lebensskizzen 125 Jantzen geb. -
Resource Booklet
Resource Booklet 1 Teaching the Holocaust with Primary Sources To The Teacher This booklet was created by Teaching with search box on the Library of Congress website Primary Sources at Eastern Illinois University (www.loc.gov). Please feel free to print and (www.eiu.edu/eiutps) as a companion to the share this publication with colleagues. Contact TPS EIU website. The booklet features us with questions, comments or ideas! information and images of digitized primary sources from the Library of Congress that you may use in your classroom. These images were selected for their relevance and as a means to engage students and encourage inquiry. Items can be found by typing the item’s title in the Why Teach with Primary Sources Primary Sources provide a window into the past-unfiltered access to the record of artistic, social, scientific and political thought and achievement during the specific period under study, produced by people who lived during that period. Bringing students into close contact with these unique, often profoundly personal, documents and objects can give them a very real sense of what it was like to be alive during a long-past era. Primary sources engage students by helping them relate in a personal way to events of the past and promote a deeper understanding of history. Because primary sources are snippets of history, they encourage students to seek additional evidence through research. Primary sources develop critical thinking skills. Primary sources are often incomplete and have little context. Students must use prior knowledge and work with multiple primary sources to find patterns. -
8 9 14 18 26 27 28 28 30 32 33 34 37 40 45 46 76 77 86 100 122 132 133 134 134 135 135 135 136 146 Dr. Werner Jung, NS-Dokumenta
8 VORWORTE Baracke 1 (Strafkompanie), Lagerabschnitt Blb / Frauenorchester, 9 Dr. Werner Jung, NS-Dokumentationszentrum der Stadt Köln Lagerabschnitte Bla und Blb / Baracke 30 (Experimentierbaracke), 14 Andrzej Kacorzyk, Staatliches Museum Auschwitz-Birkenau Lagerabschnitt Bla / Frauenlager, Lagerabschnitte Bla und Blb / i6 Prof. Dr. Gideon Greif, Tel Aviv Todesblock 25, Lagerabschnitt Bla / Quarantänebaracken für 18 Peter Siebers, Köln weibliche Entlassungshäftlinge, außerhalb des Lagerabschnitts Bla / Eingangsgebäude von Birkenau 20 TODESFABRIK AUSCHWITZ 20 Topografie und Alltag in einem Konzentrations- und Vernichtungslager 166 BESONDERE LAGERBEREICHE 22 Deportationen nach Auschwitz 166 „Alte Rampe“ und „Rampe“ 176 „Alte Sauna“ und „Neue Sauna“ 26 KL AUSCHWITZ I - STAMMLAGER 192 „Zigeunerlager“ , Lagerabschnitt Blle 27 Von der Lagergründung bis zur Evakuierung 202 Frauenlager, Lagerabschnitte Bla, Blb, Blle, Bllb 28 Lagergründung 212 Männerlager, Lagerabschnitte Blb, Bild, Bllf 28 Vom Konzentrations- zum Vernichtungslager 30 „Interessengebiet“ des Konzentrationslagers Auschwitz 228 PLANUNG UND UMSETZUNG DER „ENDLÖSUNG“ 32 Lagerstruktur 236 Die ersten Gaskammern 33 Nebenlager 238 Krematorien II und III 34 Lagerleitung 270 Krematorien IV und V 37 Die Architekten von Auschwitz 40 Bestand 1940 und Lagererweiterung 1944 284 KL AUSCHWITZ III - MONOWITZ 45 Evakuierung 290 IG Farbenindustrie AG 291 Planungen für die Buna-Werke 46 ORTE UND GEBÄUDE IM STAMMLAGER 292 Häftlinge als Arbeiter Aufnahmegebäude und Wäscherei / Fahrbereitschaft und -
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].