Teaching-History-2010.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

Teaching-History-2010.Pdf The Holocaust edition Issue 141 / December 2010 This special edition is brought to you in collaboration with RegulaRs Articles the Institute of Education, editoRial 02 University of London IOE editoRial 03 Ha secondaRy news 04 05 david wateRs Berlin and the Holocaust: a sense of place? 11 ian PHilliPs A question of attribution: working with ghetto coveR image photographs, images and imagery Woman Wearing Mantilla, Triumphs sHow 18 Roman Halter, IWM Collections Morgan Baynham roman Halter is a Holocaust survivor. His entire family were 20 ChristopheR edwaRds and siobHan o’dowd killed in the genocide. The edge of knowing: investigating students’ prior He recalls: ‘on the Sabbath, understandings of the Holocaust sitting in the ladies’ gallery 27 PeteR moRgan in the synagogue, it was How can we deepen and broaden post-16 students’ fashionable for Polish Jewish women to wear a Mantilla. My historical engagement with the Holocaust? Developing a mother looked wonderful in it.’ rationale and methods for using film 34 wolf KaiseR Nazi perpetrators in Holocaust education Polychronicon 40 annual David Cesarani 42 Kay andRews conference Finding a place for the victim: building a rationale for 2011 educational visits to Holocaust-related sites 50 alice PettigRew 13 & 14 May 2011 – Limited lessons from the Holocaust? Critically considering Manchester Conference the ‘anti-racist’ and citizenship potential Centre NUTSHELL 56 See the centre of HA News for a 57 Paul salmons full programme and booking form Universal meaning or historical understanding? The Holocaust in history and history in the curriculum MOve me on 64 The Historical Association 59a Kennington Park Road London SE11 4JH mummy, mummy... 68 Telephone: 020 7735 3901 Fax: 020 7582 4989 President Professor Anne Curry deputy president Heather Scott Edited by Publication of a contribution in Teaching HoNorAry treasurEr Kingsley Jones Arthur Chapman, Edge Hill University, Lancashire History does not necessarily imply the Historical HoNorAry secretary Dr Trevor James Katharine Burn, Institute of Education, University of London Association’s approval of the opinions expressed chief executivE Rebecca Sullivan Christine Counsell, University of Cambridge Faculty of Education in it. The Secondary Committee of the Association Michael Fordham, Hinchingbrooke School, Cambridgeshire has particular responsibility for matters of interest © The Historical Association 2010 to secondary teachers and schools. all rights reserved. Suggestions and comments are very welcome registered charity 1120261 and should be sent to: the Chairholder, guest EditorS Incorporated by Royal Charter c/o The Historical Association. Advertising Paul Salmons, Institute of Education, University of London full page/half page/insert Kay Andrews, Institute of Education, University of London Teaching History is published quarterly by The enquiries to telephone: 020 7820 5985 Historical Association. It is available at substantial Printed in Great Britain by discounts to members. Membership of the Blackmore, Longmead, publisher Rebecca Sullivan Shaftesbury, Dorset, SP7 8Px Association with Teaching History is £48.00 for design & layout Martin Hoare individuals, £83.00 for secondary schools, ISSN 0040-06109 CovEr design Reid Smith [email protected] £30.00 for concessionary members. Editorial All the interpretations that teachers and seeing differently? Phillips reports work dominate Holocaust-related travel. These students co-construct in history lessons are completed with PGCE students: a scaffold sites, typically, represent sites of death shaped by the assumptions and decisions that of questions with which to deconstruct rather than life and, Andrews argues, teachers make and by the preconceptions of images is presented and applied to archive do not enable students to engage with their students. We inevitably start out with images and to the analysis of Hollywood the true scale of the Holocaust as a pan- assumptions about what the Holocaust was representations. Peter Morgan outlines European phenomenon that relates to and ideas – more or less explicit – about our innovative approaches to film and ways Salonika and Norway as profoundly aims in teaching about it. There are always of integrating different types of film into as to icons of atrocity like Auschwitz- other choices that we could have made – the classroom, exploring how we can use Birkenau. She offers suggestions about about the content; about the enquiries that feature film as an interpretation of the past, how site visits might be used to explore the frame our interrogation of that content; examining archival film footage as evidence narratives of the victims of Nazi atrocity about the sources and resources that we and exploring the construction of historical in ways that focus on the diverse lives work with. The materials we use have also documentaries as interpretations. and communities that the Nazis set out inevitably been shaped by decisions about the to annihilate. nature of the Holocaust and by their creators’ Chris Edwards and Siobhan O’Dowd aims: textbooks frame the past in particular describe how they set out to scope a group Both Alice Pettigrew and Paul Salmons ways, as do films, documentaries, travel of Year 8 students’ prior learning and contribute to an ongoing debate about the itineraries, and exhibitions. Furthermore, as preconceptions about the Holocaust as aims of Holocaust education. Pettigrew’s is always the case in history, source materials part of their preparation for teaching the contribution is unique, in the pedagogic are never innocent: relics of the past are topic in Year 9. Their findings show just debate to date, because it is grounded in shaped by their original context as well as by how important it is to think systematically systematic research into what English their interpretation. Our students are never about what students bring to their learning: teachers perceive the aims of Holocaust blank slates either: their preconceptions much of what the authors discovered education to be. Salmons’ contribution always shape the sense that they make of surprised them and sharpened their brings a profound knowledge of the what they learn. thinking about how to move students on. archives of Nazi atrocity and of resistance to it to bear on arguments about aims. This edition offers an important contribution Understanding the Holocaust involves Both authors come to similar conclusions to the history education community’s understanding why the people who by different routes. Pettigrew interrogates evolving thinking about the ways in which perpetrated the Holocaust did the things the claim, reported by many teachers in our teaching and learning practices interpret that they did. As Wolf Kaiser shows, this the IOE’s national research, that Holocaust the Holocaust. All the articles presented here is a complex question, since explaining the education should have broad citizenship ask questions about the ways in which things Holocaust means explaining the actions aims, and concludes, in the light of have often been done or make suggestions of individuals in very diverse positions leading work on anti-racism, that these about doing things differently. The articles whose actions were shaped by individual aims must remain empty pieties unless express a number of perspectives: those of choices in the framework of structures we attend closely to specific social and classroom teachers, of teacher educators, of that they had partially created themselves. historical contexts. Salmons questions museum curators; and also – through the Exploring these issues takes us away from the reluctance of many history teachers contribution of the Institute of Education’s the simplistic Hitler-centric explanations to provide an historical rationale for the (IOE’s) Holocaust Education Development of the Holocaust to which many students study of the Holocaust, arguing that if we Programme – of specialists in Holocaust subscribe, and is likely to help students are genuinely to understand it, we must education. better appreciate both the enormity and approach it through the discipline of the complexity of the Holocaust. history. It is only by taking the Holocaust David Waters’ article represents a sustained seriously as history that we can do justice reflection on how a city – Berlin – and its Kay Andrews, Alice Pettigrew and to those who – in the midst of death and histories can be used to promote historical Paul Salmons’ articles express research destruction – struggled to preserve an learning. Which Berlin histories are visible and practice perspectives in Holocaust archive of evidence indicting Nazi crimes. and commemorated in the fabric of the city education arising from the IOE’s extensive Arthur Chapman and which are not? How and why do public research and development programme. Katharine Burn histories of Berlin change? How can we help Christine Counsell students explore these issues as they walk Andrews raises questions about the Michael Fordham the city? Waters draws on an impressive eastern European destinations that Editors range of sources to develop novel itineraries through Berlin that ask students to think about place and about the ways in which histories can be placed and displaced. Both Ian Phillips and Peter Morgan write about film. Holocaust imagery is very familiar, even clichéd. How can we get pupils thinking about it in novel ways and 2 Teaching History 141 December 2010 The Historical Association Institute of Education Editorial Much has changed
Recommended publications
  • This Cannot Happen Here Studies of the Niod Institute for War, Holocaust and Genocide Studies
    This Cannot Happen Here studies of the niod institute for war, holocaust and genocide studies This niod series covers peer reviewed studies on war, holocaust and genocide in twentieth century societies, covering a broad range of historical approaches including social, economic, political, diplomatic, intellectual and cultural, and focusing on war, mass violence, anti- Semitism, fascism, colonialism, racism, transitional regimes and the legacy and memory of war and crises. board of editors: Madelon de Keizer Conny Kristel Peter Romijn i Ralf Futselaar — Lard, Lice and Longevity. The standard of living in occupied Denmark and the Netherlands 1940-1945 isbn 978 90 5260 253 0 2 Martijn Eickhoff (translated by Peter Mason) — In the Name of Science? P.J.W. Debye and his career in Nazi Germany isbn 978 90 5260 327 8 3 Johan den Hertog & Samuël Kruizinga (eds.) — Caught in the Middle. Neutrals, neutrality, and the First World War isbn 978 90 5260 370 4 4 Jolande Withuis, Annet Mooij (eds.) — The Politics of War Trauma. The aftermath of World War ii in eleven European countries isbn 978 90 5260 371 1 5 Peter Romijn, Giles Scott-Smith, Joes Segal (eds.) — Divided Dreamworlds? The Cultural Cold War in East and West isbn 978 90 8964 436 7 6 Ben Braber — This Cannot Happen Here. Integration and Jewish Resistance in the Netherlands, 1940-1945 isbn 978 90 8964 483 8 This Cannot Happen Here Integration and Jewish Resistance in the Netherlands, 1940-1945 Ben Braber Amsterdam University Press 2013 This book is published in print and online through the online oapen library (www.oapen.org) oapen (Open Access Publishing in European Networks) is a collaborative initiative to develop and implement a sustainable Open Access publication model for academic books in the Humanities and Social Sciences.
    [Show full text]
  • Applying What We Have Learned
    Appendix APPLYING WHAT WE HAVE LEARNED Always hold firmly to the thought that each one of us can do some- thing to bring some portion of misery to an end. —Syracuse Cultural Workers1 Shortly after the September 11, 2001, tragedy, one of the authors of this book heard a moral tale about a child who came to her grandfather indig- nant over an injustice she had experienced. “What shall I do, grandfa- ther?” she asked. Her grandfather replied, “I have two wolves inside me. One gets very angry when I have been treated unfairly and it wants to hit back, to hurt the one who hurt me. The other wolf also gets angry when I have been unfairly treated, but it wants justice and peace more than any- thing, and it wants to heal the rift between me and my aggressor.” “Which wolf wins, grandfather?” the little girl asked. “The one I feed,” he replied. If by reading this book you have been inspired by the stories of the courageous individuals and groups, but you have wondered if you could ever have that kind of courage, you are not alone. We wonder also. We cannot help but be appalled at the perpetrators of evil we have read about in this book, nor can we help admiring the courageous resistors about whom we have learned. But it is easy to separate ourselves from both groups. We may say to ourselves, “Surely I would never kill children as did the Nazis, or force pregnant women to take dangerous drugs just to 166 COURAGEOUS RESISTANCE boost my overtime pay,” as some U.S.
    [Show full text]
  • Here to Expertly Guide You Through the New Normal in Travel
    esse Our Experience At Exeter International we have been creating memories and crafting custom-designed journeys for 27 years. We are a team of specialists committed to providing the best travel experiences in our destinations. Each of our experts has either travelled extensively on reconnaissance trips, or has lived in their area of expertise, giving us unparalleled first-hand knowledge. Because we focus on specific parts of the globe, we return to the same destinations many times, honing our experience over the years. Knowledgeable Up-to-the-Minute Local Information We are best placed to give you advice about traveling to Europe and beyond; from logistics and new protocols in museums, hotels and restaurants in each country. We are here to expertly guide you through the new normal in travel. Original Custom Programs, Meticulously Planned Our experts speak your language both literally and culturally. Our advice and recommendations are impartial, honest, and always have the individual in mind. We save valuable time in pre-trip research and focus on developing experiences that enrich and enhance your experience. Once on your journey you will have complete peace of mind with our local 24-hour contact person who is on hand to coordinate any changes in your program or help you in the case of any emergency. Hand-Selected Guides We know that guides are one of the most important components of any travel experience. That is why we only use local experts who have a history of working with our guests and whom we know personally. We are extremely particular in selecting our guides and are confident that they will be one of the most memorable aspects of any of our trips.
    [Show full text]
  • Thesis Title the Lagermuseum Creative Manuscript and 'Encountering Auschwitz: Touring the Auschwitz-Birkenau State Museum' C
    Thesis Title The Lagermuseum Creative Manuscript and ‘Encountering Auschwitz: Touring the Auschwitz-Birkenau State Museum’ Critical Thesis Author Dr Claire Griffiths, BA (Hons), MA, PhD Qualification Creative and Critical Writing PhD Institution University of East Anglia, Norwich School of Literature, Drama and Creative Writing Date January 2015 Word Count 91,102 (excluding appendices) This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. Abstract The Lagermuseum My creative manuscript – an extract of a longer novel – seeks to illuminate a little- known aspect of the history of the Auschwitz concentration and death camp complex, namely the trade and display of prisoner artworks. However, it is also concerned with exposing the governing paradigms inherent to contemporary encounters with the Holocaust, calling attention to the curatorial processes present in all interrogations of this most contentious historical subject. Questions relating to ownership, display and representational hierarchies permeate the text, characterised by a shape-shifting curator figure and artworks which refuse to adhere to the canon he creates for them. The Lagermuseum is thus in constant dialogue with my critical thesis, examining the fictional devices which often remain unacknowledged within established
    [Show full text]
  • Teacher's Guide
    TEACHER’S GUIDE Growing Up in Nazi Germany: Teaching Friedrich by Hans Peter Richter GROWING UP IN NAZI GERMANY: Teaching Friedrich by Hans Peter Richter Table of Contents INTRODUCTION PAGE 1 LESSON PLANS FOR INDIVIDUAL CHAPTERS Setting the Scene (1925) PAGE 3 In the Swimming Pool (1938) PAGE 42 Potato Pancakes (1929) PAGE 4 The Festival (1938) PAGE 44 Snow (1929) PAGE 6 The Encounter (1938) PAGE 46 Grandfather (1930) PAGE 8 The Pogrom (1938) PAGE 48 Friday Evening (1930) PAGE 10 The Death (1938) PAGE 52 School Begins (1931) PAGE 12 Lamps (1939) PAGE 53 The Way to School (1933) PAGE 14 The Movie (1940) PAGE 54 The Jungvolk (1933) PAGE 16 Benches (1940) PAGE 56 The Ball (1933) PAGE 22 The Rabbi (1941) PAGE 58 Conversation on the Stairs (1933) PAGE 24 Stars (1941) PAGE 59 Herr Schneider (1933) PAGE 26 A Visit (1941) PAGE 61 The Hearing (1933) PAGE 28 Vultures (1941) PAGE 62 In the Department Store (1933) PAGE 30 The Picture (1942) PAGE 64 The Teacher (1934) PAGE 32 In the Shelter (1942) PAGE 65 The Cleaning Lady (1935) PAGE 35 The End (1942) PAGE 67 Reasons (1936) PAGE 38 RESOURCE MATERIALS PAGE 68 This curriculum is made possible by a generous grant from the Conference on Jewish Material Claims Against Germany: The Rabbi Israel Miller Fund for Shoah Research, Documentation and Education. Additional funding has been provided by the Estate of Else Adler. The Museum would also like to thank the Board of Jewish Education of Greater New York for their input in the project, and Ilana Abramovitch, Ph.D.
    [Show full text]
  • Ernst Thälmann – Führer Seiner Klasse (1955) Propaganda Für Arbeiterklasse, Partei Und Heroismus
    Ernst thälmann – FührEr sEinEr KlassE (1955) Propaganda für Arbeiterklasse, Partei und Heroismus 1 FilmographischE angabEn . 3 2 Filminhalt . 3 3 HistorischE KontExtualisiErung . 5 4 DiDaKtischE übErlEgungEn . 8 5 ArbEitsanrEgungEn . 11. 6 MatErial . 13 Material 1: Was ist Propaganda? . 13 Material 2: Ernst Thälmann – historische Figur und Mythos . 14 Material 3: Historische Traditionen der SED . 17 Material 4: Umgang der SED mit der nationalsozialistischen Vergangenheit . 20 Material 5: Produktionsbedingungen des Films . 21 Material 6: Propaganda oder Wirklichkeit? . 24 Material 7: Filmische Mittel des Propaganda-Films und ihre Wirkung . 25 Material 8: Zeitgenössische Kritiken des Films . 28 7 LitEratur . 29 2 Unterrichtsmaterial Ernst Thälmann – Führer seiner Klasse www.ddr-im-film.de 1 FilmographischE angabEn Regie Kurt Maetzig Drehbuch Willi Bredel, Michael Tschesno-Hell, Kurt Maetzig Kamera Karl Plint- zner, Horst E. Brandt schnitt Lena Neumann Musik Wilhelm Neef bauten Otto Erdmann, Willy Schiller, Alfred Hirschmeier Kostüme Gerhard Kaddatz produktion DEFA-Studio für Spielfilme (Potsdam-Babelsberg) uraufführung 07.10.1955, Ost-Berlin/Volksbühne Länge 140 Minuten FsK ab 12 Auszeichnungen Karlovy-Vary-Filmfestival 1956: Preis für den be- sten Schauspieler an Günther Simon Darstellerinnen | Darsteller Günther Simon (Ernst Thälmann), Hans-Peter Minetti (Fiete Jansen), Karla Runkehl (Änne Jansen), Paul R. Henker (Robert Dirhagen), Hans Wehrl (Wilhelm Pieck), Karl Brenk (Walter Ulbricht), Michel Piccoli (Maurice Rouger) Gerd Wehr (Wilhelm Florin), Walter Mar- tin (Hermann Matern), Georges Stanescu (Georgi Dimitroff), Carla Hoffmann (Rosa Thälmann), Erich Franz (Arthur Vierbreiter), Raimund Schelcher (Krischan Daik), Fritz Diez (Hitler), Hans Stuhr- mann (Goebbels) u.a. 2 Filminhalt Der Film behandelt das Leben des Vorsitzenden der Kommunistischen Partei Deutschlands, Ernst Thälmann, in den Jahren von 1930 bis zu seinem Tode 1944.
    [Show full text]
  • Running Head: ROSENSTRASSE 1 Rosenstrasse: Holocaust Education Through Role Play Jessica Hammer Carnegie Mellon University
    Running head: ROSENSTRASSE 1 Rosenstrasse: Holocaust Education Through Role Play Jessica Hammer Carnegie Mellon University Moyra Turkington Unruly Designs Nathan LeBlanc Carnegie Mellon University ROSENSTRASSE 2 Abstract Rosenstrasse is a digitally augmented tabletop role-playing game for four players and a facilitator. Players take the role of Jews and Aryans in mixed marriages living in Berlin between 1933 and 1943; the game culminates in the eponymous protests by Aryan women to free their Jewish husbands. In this paper, we describe key game design challenges encountered in developing a Holocaust-based role-playing game, and how we addressed them. How could players with little historical context participate successfully in the game? What were the risks of players getting the history wrong? Would players accept limits on their agency, and what conclusions would they draw from it? Could we make the connections between characters feel real, meaningful, and motivating in only a few hours? We conclude by sharing preliminary evidence for the game’s impact, and by considering some of the challenges of deployment. Keywords: game design, history, Holocaust, activism ROSENSTRASSE 3 Rosenstrasse: Holocaust Education Through Role Play A key opportunity in game design is to have players take on alternate identities (Klopfer, Osterweil, & Salen, 2009). These identities can broaden our perspectives, for example by revealing the lost and forgotten histories of women, by centering marginalized historical experiences, and by providing a multiplicity of perspectives rather than a single dominant narrative. Walter Benjamin called this process “brushing history against the grain” (Benjamin, 2005), and it is equally critical today. Brushing history against the grain is a political act meant to allow us to re-imagine our past, understand our present, and create our future.
    [Show full text]
  • Book REVIEWS
    BooK REVIEWS Tbe Art of Shakespeare's Sonnets. By Helen Vendler. Cambridge, MA: Harvard UP, 1997. x, 672 pages. $35.00 US. The academic consensus, which on this issue at least includes some very tough-minded types, is that Helen Vencller is our best reader of poeny. This encounter between Best Reader and Best Writer does not disappoint, though it will irritate some and bemuse others: irritate because it offers apt objections to some recent commentary on the sonnets, and validates those objections by wickedly relevant citation, and because of the ·line in the sand' it draws: ·'I do not regard as literary criticism any set of remarks about a poem which would be equally true of its paraphrasable propositional content." It will bemuse some because of its density, the difficulty of its ideas, and the changing modes of attack necessary to avoid redundancy in the discussion of all 154 sonnets. but it will bemuse especially because of what Vencller acknowledges as an off-putting use of diagrams in an effort to be succinct. (Characteristically, Vendler suggests that those put off by diagrams simply ignore them.) For all this Tbe Art of Shakespeare's Sonnets will disappoint very few. First, it is three books in one: a reprint of the 1609 Quarto; Vendler's own 11ew edition, a diplomatic text of the sonnets; and a collection of essays on each. In addition there's a bonus, a compact disk with Vendler's 'performance' of some of the best known pieces. Offering these readings is insightful and daring rather than self-indulgent.
    [Show full text]
  • The Factory Action and the Events at the Rosenstrasse in Berlin: Facts and Fictions About 27 February 1943 — Sixty Years Later
    The Factory Action and the Events at the Rosenstrasse in Berlin: Facts and Fictions about 27 February 1943 — Sixty Years Later Wolf Gruner N 27 February 1943 in Nazi Germany the Gestapo brutally arrested more than ten thousand Jewish men and women. Martin Riesen- burger, later the Chief Rabbi of the German Democratic Republic, O 1 recalled that day as "the great inferno." This large-scale raid marked the begin- ning of the final phase of the mass deportations, which had been under way since October 1941. Also interned in Berlin were people who, according to NS termi- nology, lived in so-called mixed marriages. But new documents show that no deportation of this special group was planned by the Gestapo. In the past dec- ade, in both the German as well as the American public, quite a bit of attention has been paid to the fact that non-Jewish relatives publicly demonstrated against the feared deportation of their Jewish partners. The scholarly literature as well has pictured this protest as a unique act of resistance that prevented the depor- tation of these Jews living in mixed marriages. The fact that during this raid an untold number of Jews, both women and men, fled and went underground has so far been ignored. Since we still know much too little, the following article will discuss all the events of the spring of 1943 and their background.2 Memory and History Since the beginning of the 1990s, this "successful" protest during the NS dic- tatorship has been commemorated in Germany annually. Especially in Berlin, Translated by Ursula Marcum.
    [Show full text]
  • Introduction
    Notes Introduction 1 Labour History Archive and Study Centre: Labour Party National Executive Committee Minutes, 1 March 1934. 2 See N. Copsey, Anti-Fascism in Britain (Basingstoke: Macmillan-Palgrave, 2000), p. 76. 3 See J. Bean, Many Shades of Black: Inside Britain’s Far Right (London: New Millennium, 1999). 4 See Searchlight, no. 128, Feb. 1986, p. 15. 5 See for example, C.T. Husbands, ‘Following the “Continental Model”?: Implications of the Recent Electoral Performance of the British National Party’, New Community, vol. 20, no. 4 (1994), pp. 563–79. 6 For discussion of legitimacy as a social-scientific concept, see D. Beetham, The Legitimation of Power (Basingstoke: Macmillan-Palgrave, 1991). 7 For earlier work on the BNP by this author, see N. Copsey, ‘Fascism: The Ideology of the British National Party’, Politics, vol. 14, no. 3 (1994), pp. 101–8 and ‘Contemporary Fascism in the Local Arena: The British National Party and “Rights for Whites”’, in M. Cronin (ed.) The Failure of British Fascism: The Far Right and the Fight for Political Recognition (Basingstoke: Macmillan- Palgrave, 1996), pp. 118–40. For earlier work by others, see for example C.T. Husbands, ‘Following the “Continental Model”?: Implications of the Recent Electoral Performance of the British National Party’; R. Eatwell, ‘Britain: The BNP and the Problem of Legitimacy’, in H.-G. Betz and S. Immerfall (eds), The New Politics of the Right: Neo-Populist Parties and Movements in Estab- lished Democracies (Basingstoke: Macmillan-Palgrave, 1998), pp. 143–55; and D. Renton, ‘Examining the Success of the British National Party, 1999–2003’, Race and Class, vol.
    [Show full text]
  • Religious and Secular Responses to Nazism: Coordinated and Singular Acts of Opposition
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2006 Religious And Secular Responses To Nazism: Coordinated And Singular Acts Of Opposition Kathryn Sullivan University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Sullivan, Kathryn, "Religious And Secular Responses To Nazism: Coordinated And Singular Acts Of Opposition" (2006). Electronic Theses and Dissertations, 2004-2019. 891. https://stars.library.ucf.edu/etd/891 RELIGIOUS AND SECULAR RESPONSES TO NAZISM COORDINATED AND SINGULAR ACTS OF OPPOSITION by KATHRYN M. SULLIVAN B.A. University of Central Florida, 2003 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2006 © 2006 Kathryn M. Sullivan ii ABSTRACT My intention in conducting this research is to satisfy the requirements of earning a Master of Art degree in the Department of History at the University of Central Florida. My research aim has been to examine literature written from the 1930’s through 2006 which chronicles the lives of Jewish and Gentile German men, women, and children living under Nazism during the years 1933-1945.
    [Show full text]
  • Monuments and Site-Specific Sculpture in Urban and Rural Space
    Monuments and Site-Specific Sculpture in Urban and Rural Space Monuments and Site-Specific Sculpture in Urban and Rural Space Edited by Inbal Ben-Asher Gitler Monuments and Site-Specific Sculpture in Urban and Rural Space Edited by Inbal Ben-Asher Gitler This book first published 2017 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2017 by Inbal Ben-Asher Gitler and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-5179-5 ISBN (13): 978-1-4438-5179-4 TABLE OF CONTENTS Acknowledgments ..................................................................................... vii Introduction ................................................................................................. 1 Inbal Ben-Asher Gitler Section I: Site-Specific Artworks: Monuments and Counter-Monuments Processing Memory: The Spectator as Archaeologist ............................... 12 Moran Pearl A Ubiquitous Memorial ............................................................................. 41 Adachiara Zevi Thomas Hirschhorn’s Monuments and the Politics of Public Space ......... 68 Vincent Marquis Section II: Reflections on the Modernist Monument The Monument in the Expanded Field of Minimalism – The Case of Dani Karavan's Monument to the Negev Brigade ................ 104 Katya Evan Formal autonomy versus public participation: The Modernist Monument in Costantino Nivola’s Work ........................ 134 Giuliana Altea and Antonella Camarda Section III: Site-Specific Artworks: Between Physical and Virtual Space Reassessing Spatial Theory of Permanent Site-Specific Artworks of the American Southwest, in the Information Age ..............................
    [Show full text]