Sexualized Suffering on Some Lithographs by Richard Grune
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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. -
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. -
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 ........................................................................................ -
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. -
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. -
This Lesson Covers Content on the Persecution of Minorities in Nazi Germany Between 1933-1939
History, Weimar and Nazi Germany Lesson 31 This lesson covers content on the persecution of minorities in Nazi Germany between 1933-1939. The minorities that are examined include people with disabilities, Roma, Sinti and Gypsy communities, black people, homosexuals and Jews. If this is a sensitive topic to you, we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby. Miss Shanks History, Weimar and Nazi Germany Lesson 31 How did the Nazi Party view and portray minorities in society? Miss Shanks What were Nazi beliefs and attitudes about race? Hitler believed that Aryans were the superior race, or ‘master race’, and believed that Germans were a pure race of Aryan descent, but that this race had lost its purity. He believed that inferior races which were seen as being subhuman (untermenschen) had contaminated the ‘pure blood’ of the Aryan race which caused it to lose its purity. As a result, Hitler used methods to try and achieve this, such as eugenics (selective breeding) and introducing policies and laws to stop relationships between Aryans and non-Aryans within Germany. People with disabilities The Nazis viewed people with disabilities as a burden on society and weakened racial purity. On 14th July 1933, the Nazi government announced a law called the Law for the Prevention of Hereditarily Diseased Offspring, this law meant that it was now legal to sterilise anyone suffering from a list of wide-ranging diseases which the Nazis believed could be transmitted genetically. This included people with learning disabilities, blindness, deafness, epilepsy, depression, alcoholism – and in particular, the mentally or physically disabled. -
Homosexuality in the Third Reich, 1933-1945
Constructing the Past Volume 12 Issue 1 Article 4 5-15-2011 The Enemy Within: Homosexuality in the Third Reich, 1933-1945 Eliot H. Boden Illinois Wesleyan University, [email protected] Follow this and additional works at: https://digitalcommons.iwu.edu/constructing Recommended Citation Boden, Eliot H. (2011) "The Enemy Within: Homosexuality in the Third Reich, 1933-1945," Constructing the Past: Vol. 12 : Iss. 1 , Article 4. Available at: https://digitalcommons.iwu.edu/constructing/vol12/iss1/4 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of the Undergraduate Economic Review and the Economics Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. The Enemy Within: Homosexuality in the Third Reich, 1933-1945 Abstract From 1933 to 1945, the Nazi regime in Germany ruthlessly targeted homosexuals, particularly men, as enemies of the state. While Nazi doctrine officiallyepudiated r same-sex romance, actual policy toward homosexuals in the Third Reich was by no means consistent. This paper examines the components of Nazi racial doctrines and the subtle ways in which the hyper-masculine ethos of the regime in fact encouraged male bonding and homosexual behavior.