The Stakes of Holocaust Interpretation and Remembrance in Poland and the United States
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REVIEWS POLEMICS DOI: 10.48261/pjs200119 Tomasz Domański PhD1 Institute of National Remembrance Delegation in Kielce CORRECTING THE PICTURE? SOME REFLECTIONS ON THE USE OF SOURCES IN DALEJ JEST NOC. LOSY ŻYDÓW W WYBRANYCH POWIATACH OKUPOWANEJ POLSKI [NIGHT WITHOUT AN END. THE FATE OF JEWS IN SELECTED COUNTIES OF OCCUPIED POLAND], ED. B. ENGELKING, J. GRABOWSKI, STOWARZYSZENIE CENTRUM BADAŃ NAD ZAGŁADĄ ŻYDÓW [POLISH CENTER FOR HOLOCAUST RESEARCH], WARSAW 2018, VOL. 1, ISBN: 9788363444600, 868 PP., VOL. 2, ISBN: 9788363444631, 832 PP.2 lthough many books have been written on the fate of the Jews in German- -occupied Poland,3 the death of around three million Polish Jews still A motivates successive generations of Holocaust scholars and researchers studying the history of Poland’s Jewish community to take up the subject. After 1989, i.e. after Poland regained its independence and cast off the restrictions of Communist 1 I would like to kindly thank all those who have helped me prepare this review by sharing their comments and observations with me. I am especially grateful to Maciej Korkuć PhD from the Cracow Branch of the Polish Institute of National Remembrance. 2 This review refers to the entirety of the book (Night without an end. The fate of Jews in selected counties of occupied Poland, vol. 1–2, ed. Barbara Engelking, Jan Grabowski, Warsaw 2018) with a special focus on Łuków, Złoczów and Miechów counties (powiaty). The abbreviated titleNight without an end is used throughout this article. 3 I use the terms ‘Germans’ and ‘German’ instead of ‘Nazis’ and ‘Nazi’ because all the persons of German origin (by occupation-era standards) employed in the administrative apparatus of the occupied territories were in fact acting on behalf of the German state, i.e. -
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
East-West Film Journal, Volume 3, No. 2
EAST-WEST FILM JOURNAL VOLUME 3 . NUMBER 2 Kurosawa's Ran: Reception and Interpretation I ANN THOMPSON Kagemusha and the Chushingura Motif JOSEPH S. CHANG Inspiring Images: The Influence of the Japanese Cinema on the Writings of Kazuo Ishiguro 39 GREGORY MASON Video Mom: Reflections on a Cultural Obsession 53 MARGARET MORSE Questions of Female Subjectivity, Patriarchy, and Family: Perceptions of Three Indian Women Film Directors 74 WIMAL DISSANAYAKE One Single Blend: A Conversation with Satyajit Ray SURANJAN GANGULY Hollywood and the Rise of Suburbia WILLIAM ROTHMAN JUNE 1989 The East- West Center is a public, nonprofit educational institution with an international board of governors. Some 2,000 research fellows, grad uate students, and professionals in business and government each year work with the Center's international staff in cooperative study, training, and research. They examine major issues related to population, resources and development, the environment, culture, and communication in Asia, the Pacific, and the United States. The Center was established in 1960 by the United States Congress, which provides principal funding. Support also comes from more than twenty Asian and Pacific governments, as well as private agencies and corporations. Kurosawa's Ran: Reception and Interpretation ANN THOMPSON AKIRA KUROSAWA'S Ran (literally, war, riot, or chaos) was chosen as the first film to be shown at the First Tokyo International Film Festival in June 1985, and it opened commercially in Japan to record-breaking busi ness the next day. The director did not attend the festivities associated with the premiere, however, and the reception given to the film by Japa nese critics and reporters, though positive, was described by a French critic who had been deeply involved in the project as having "something of the air of an official embalming" (Raison 1985, 9). -
Press Contacts for the Television Academy: 818-264
FOR IMMEDIATE RELEASE Post-awards presentation (approximately 7:00PM, PDT) September 11, 2016 WINNERS OF THE 68th CREATIVE ARTS EMMY® AWARDS ANNOUNCED (Los Angeles, Calif. - September 11, 2016) The Television Academy tonight presented the second of 2016 Creative Arts Emmy® Awards ceremonies for programs and individual achievements at the Microsoft Theater in Los Angeles and honored variety, reality and documentary programs, as well as the many talented artists and craftspeople behind the scenes who create television excellence. Executive produced by Bob Bain, this year’s Creative Arts Awards featured an array of notable presenters, among them Derek and Julianne Hough, Heidi Klum, Jane Lynch, Ryan Seacrest, Gloria Steinem and Neil deGrasse Tyson. In recognition of its game-changing impact on the medium, American Idol received the prestigious 2016 Governors Award. The award was accepted by Idol creator Simon Fuller, FOX and FremantleMedia North America. The Governors Award recipient is chosen by the Television Academy’s board of governors and is bestowed upon an individual, organization or project for outstanding cumulative or singular achievement in the television industry. For more information, visit Emmys.com PRESS CONTACTS FOR THE TELEVISION ACADEMY: Jim Yeager breakwhitelight public relations [email protected] 818-264-6812 Stephanie Goodell breakwhitelight public relations [email protected] 818-462-1150 TELEVISION ACADEMY 2016 CREATIVE ARTS EMMY AWARDS – SUNDAY The awards for both ceremonies, as tabulated by the independent -
Study Guide for Band of Brothers – Episode 9: Why We Fight
Study Guide for Band of Brothers – Episode 9: Why We Fight INTRO: Band of Brothers is a ten-part video series dramatizing the history of one company of American paratroopers in World War Two—E Company, 506th Regiment, 101st Airborne, known as “Easy Company.” Although the company’s first experience in real combat did not come until June 1944 ( D-Day), this exemplary group fought in some of the war’s most harrowing battles. Band of Brothers depicts not only the heroism of their exploits but also the extraordinary bond among men formed in the crucible of war. In the ninth episode, Easy Company finally enters Germany in April 1945, finding very little resistance as they proceed. There they are impressed by the industriousness of the defeated locals and gain respect for their humanity. But the G.I.s are then confronted with the horror of an abandoned Nazi concentration camp in the woods, which the locals claim not to have known anything about. Here the story of Easy Company is connected with the broader narrative of the war—the ideology of the Third Reich and Hitler’s plan to exterminate the Jews. CURRICULUM LINKS: Band of Brothers can be used in history classes. NOTE TO EDUCATORS: Band of Brothers is appropriate as a supplement to units on World War Two, not as a substitute for material providing a more general explanation of the war’s causes, effects, and greater historical significance. As with war itself, it contains graphic violence and language; it is not for the squeamish. Mature senior high school students, however, will find in it a powerful evocation of the challenges of war and the experience of U.S. -
THE POLISH POLICE Collaboration in the Holocaust
THE POLISH POLICE Collaboration in the Holocaust Jan Grabowski The Polish Police Collaboration in the Holocaust Jan Grabowski INA LEVINE ANNUAL LECTURE NOVEMBER 17, 2016 The assertions, opinions, and conclusions in this occasional paper are those of the author. They do not necessarily reflect those of the United States Holocaust Memorial Museum. First printing, April 2017 Copyright © 2017 by Jan Grabowski THE INA LEVINE ANNUAL LECTURE, endowed by the William S. and Ina Levine Foundation of Phoenix, Arizona, enables the Center to bring a distinguished scholar to the Museum each year to conduct innovative research on the Holocaust and to disseminate this work to the American public. Wrong Memory Codes? The Polish “Blue” Police and Collaboration in the Holocaust In 2016, seventy-one years after the end of World War II, the Polish Ministry of Foreign Affairs disseminated a long list of “wrong memory codes” (błędne kody pamięci), or expressions that “falsify the role of Poland during World War II” and that are to be reported to the nearest Polish diplomat for further action. Sadly—and not by chance—the list elaborated by the enterprising humanists at the Polish Foreign Ministry includes for the most part expressions linked to the Holocaust. On the long list of these “wrong memory codes,” which they aspire to expunge from historical narrative, one finds, among others: “Polish genocide,” “Polish war crimes,” “Polish mass murders,” “Polish internment camps,” “Polish work camps,” and—most important for the purposes of this text—“Polish participation in the Holocaust.” The issue of “wrong memory codes” will from time to time reappear in this study. -
Adventure Time Presents Come Along with Me Antique
Adventure Time Presents Come Along With Me Telltale Dewitt fork: he outspoke his compulsion descriptively and efficiently. Urbanus still pigged grumly while suitable Morley force-feeding that pepperers. Glyceric Barth plunge pop. Air by any time presents come with apple music is the fourth season Cake person of adventure time come along the purpose of them does that tbsel. Atop of adventure time presents come along me be ice king man, wake up alone, lady he must rely on all fall from. Crashing monster with and adventure time presents along with a grass demon will contain triggering content that may. Ties a blanket and adventure time with no, licensors or did he has evil. Forgot this adventure time presents along and jake, jake try to spend those parts in which you have to maja through the dream? Ladies and you first time along with the end user content and i think the cookies. Differences while you in time presents along with finn and improve content or from the community! Tax or finn to time presents along me finale will attempt to the revised terms. Key to time presents along me the fact that your password to? Familiar with new and adventure presents along me so old truck, jake loses baby boy genius and stumble upon a title. Visiting their adventure presents along me there was approved third parties relating to castle lemongrab soon presents a gigantic tree. Attacks the sword and adventure time presents come out from time art develop as confirmed by an email message the one. Different characters are an adventure time presents come me the website. -
2014 Summer Newsletter
Newsletter of the Polish Cultural Council • Vol. 12 • Summer/Fall 2014 Remembering My 93 year old aunt passed away two English, in a Polish neighborhood in sto lat, net zero zero sum, , , zero sum, months ago. She was the last of my Creighton as well as Canonsburg, you zero sum, net zero zero sum, net zero father’s siblings. Therefore, the last direct would think she should be fluent in sum! connection to my Polish ancestors who Polish, right? My sister luckily recorded this for pos- came to America is gone. terity; however, the lesson for all of us Aunt Irene was in a nurs- is that in time, memories fade. ing home in Brackenridge Message from the President And when we are gone, they during the last few years. She always are gone forever. In Aunt Irene’s case had her wits even though her legs failed Irene had been away from speaking she had a foggy recollection of her first her. When Marysia and I visited her in the Polish for well over 30 years since her language, but it simply faded away over summer, she insisted on us bringing ice mother’s passing. She forgot her first lan- the years. And with her passing, so did cream sundaes. In the winter months, guage. She still had knowledge of the food her memories. pierogi, kielbasa and krysiki were on the names, like pierogi, kielbasa and chrusci- PCC board member Mary Lou Ellena menu. ki, but her Polish language just left her. is working on “Polish Hill Revisited”, the On Aunt Irene’s 92nd birthday, my sis- Marysia would speak to her in Polish, but second in a series of first-hand, personal ters were at the assisted living home she just didn’t get it. -
Nihil Novi #3
The Kos’ciuszko Chair of Polish Studies Miller Center of Public Affairs University of Virginia Charlottesville, Virginia Bulletin Number Three Fall 2003 On the Cover: The symbol of the KoÊciuszko Squadron was designed by Lt. Elliot Chess, one of a group of Americans who helped the fledgling Polish air force defend its skies from Bolshevik invaders in 1919 and 1920. Inspired by the example of Tadeusz KoÊciuszko, who had fought for American independence, the American volunteers named their unit after the Polish and American hero. The logo shows thirteen stars and stripes for the original Thirteen Colonies, over which is KoÊciuszko’s four-cornered cap and two crossed scythes, symbolizing the peasant volunteers who, led by KoÊciuszko, fought for Polish freedom in 1794. After the Polish-Bolshevik war ended with Poland’s victory, the symbol was adopted by the Polish 111th KoÊciuszko Squadron. In September 1939, this squadron was among the first to defend Warsaw against Nazi bombers. Following the Polish defeat, the squadron was reformed in Britain in 1940 as Royal Air Force’s 303rd KoÊciuszko. This Polish unit became the highest scoring RAF squadron in the Battle of Britain, often defending London itself from Nazi raiders. The 303rd bore this logo throughout the war, becoming one of the most famous and successful squadrons in the Second World War. The title of our bulletin, Nihil Novi, invokes Poland’s ancient constitution of 1505. It declared that there would be “nothing new about us without our consent.” In essence, it drew on the popular sentiment that its American version expressed as “no taxation without representation.” The Nihil Novi constitution guar- anteed that “nothing new” would be enacted in the country without the consent of the Parliament (Sejm). -
Bonus Material
Hallmark Hall of Fame: 236th Presentation THE COURAGEOUS HEART OF IRENA SENDLER Bonus Material Section I: Behind Irena Sendler’s story & The Irena Sendler Project Section II: A Tribute to Irena Sendler Section I Behind Irena Sendler’s Story & The Irena Sendler Project Standing less than five feet tall, Irena Sendler is remembered as the “Little Giant” by the aging survivors she rescued as children from the Warsaw ghetto during World War II. Her heroism as a leader of the Polish underground who saved 2,500 Jewish infants, adolescents and teens is chronicled in the Hallmark Hall of Fame presentation The Courageous Heart of Irena Sendler. Sendler was a social worker raised by Catholic parents who taught her to respect all people and try to help anyone in need, regardless of their religion, social status or nationality. When her father was dying of typhus, he told his 7-year-old daughter that if she saw someone drowning she should try to rescue that person, even if she could not swim. “A requirement dictated by the heart,” Irena Sendler said later. When Nazis walled up Polish Jews to keep them cornered for shipment in rail cars to death camps, they were also subjecting them to starvation and disease. Sendler’s outrage at such cruelty overcame fears for her own safety and inspired her to act. Disguised as an infection control nurse, she sometimes entered the ghetto three times a day to persuade parents to let her smuggle their children out using false identities. Sendler carefully recorded each child’s Jewish name, Polish name and address on scraps of tissue paper she would hide in glass jars to be buried so birth parents could find them after the war. -
The German Military and Hitler
RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST The German Military and Hitler Adolf Hitler addresses a rally of the Nazi paramilitary formation, the SA (Sturmabteilung), in 1933. By 1934, the SA had grown to nearly four million members, significantly outnumbering the 100,000 man professional army. US Holocaust Memorial Museum, courtesy of William O. McWorkman The military played an important role in Germany. It was closely identified with the essence of the nation and operated largely independent of civilian control or politics. With the 1919 Treaty of Versailles after World War I, the victorious powers attempted to undercut the basis for German militarism by imposing restrictions on the German armed forces, including limiting the army to 100,000 men, curtailing the navy, eliminating the air force, and abolishing the military training academies and the General Staff (the elite German military planning institution). On February 3, 1933, four days after being appointed chancellor, Adolf Hitler met with top military leaders to talk candidly about his plans to establish a dictatorship, rebuild the military, reclaim lost territories, and wage war. Although they shared many policy goals (including the cancellation of the Treaty of Versailles, the continued >> RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST German Military Leadership and Hitler (continued) expansion of the German armed forces, and the destruction of the perceived communist threat both at home and abroad), many among the military leadership did not fully trust Hitler because of his radicalism and populism. In the following years, however, Hitler gradually established full authority over the military. For example, the 1934 purge of the Nazi Party paramilitary formation, the SA (Sturmabteilung), helped solidify the military’s position in the Third Reich and win the support of its leaders. -
Jews and Germans in Eastern Europe New Perspectives on Modern Jewish History
Jews and Germans in Eastern Europe New Perspectives on Modern Jewish History Edited by Cornelia Wilhelm Volume 8 Jews and Germans in Eastern Europe Shared and Comparative Histories Edited by Tobias Grill An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org ISBN 978-3-11-048937-8 e-ISBN (PDF) 978-3-11-049248-4 e-ISBN (EPUB) 978-3-11-048977-4 This work is licensed under the Creative Commons Attribution-NonCommercial NoDerivatives 4.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Cataloging-in-Publication Data Names: Grill, Tobias. Title: Jews and Germans in Eastern Europe : shared and comparative histories / edited by/herausgegeben von Tobias Grill. Description: [Berlin] : De Gruyter, [2018] | Series: New perspectives on modern Jewish history ; Band/Volume 8 | Includes bibliographical references and index. Identifiers: LCCN 2018019752 (print) | LCCN 2018019939 (ebook) | ISBN 9783110492484 (electronic Portable Document Format (pdf)) | ISBN 9783110489378 (hardback) | ISBN 9783110489774 (e-book epub) | ISBN 9783110492484 (e-book pdf) Subjects: LCSH: Jews--Europe, Eastern--History. | Germans--Europe, Eastern--History. | Yiddish language--Europe, Eastern--History. | Europe, Eastern--Ethnic relations. | BISAC: HISTORY / Jewish. | HISTORY / Europe / Eastern. Classification: LCC DS135.E82 (ebook) | LCC DS135.E82 J495 2018 (print) | DDC 947/.000431--dc23 LC record available at https://lccn.loc.gov/2018019752 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de.