Folder 24 Measures Towards Halting Persecution

Total Page:16

File Type:pdf, Size:1020Kb

Folder 24 Measures Towards Halting Persecution -' •,· ... /'J\.e_a..:;ccf'..S D~rec.T<eL ({j ,J"'"- f-,j.._{(:".,J r'""-'Sec._.....h <h'--<5 - v; IJe.r I . r/. f ... FFC•76 {11-42) CROSS.REFERENCE ON •• MEASoaES.DIRECTED.TOWARD HALTING PERSECUTION: STATEMENTS, POtiCI.ES, AND INFORMATION COMPAIGNS·INSPIRED BY. BOARD: (PRESIDENTIAL STATEMENT) FOR: Amendment to this License D Extension of this License D Renewal of this License . D Correspondence concerning this application CJ Other (Specify) ·~. 1. FOR MATERIAL RE BOARD'S REQUEST. THAT THE HOLY .SEE MAKE REPRESENTATIONS AGAINST THE CONTINUED PERSECUTION OF THE JEWISH POPULATIONS OF HUNGARY AND RUMANIA 2. FOR REPORTS OF PUBLICITY ACCORDED THE PRESIDENT'S STATEMENT IN RESE'()NSE TO THE 'BOARD'S REQUESTS . .· . 3· FOR AN ACCOUNT OF. Al"lTHONY EDE:tf·'S SUBSEQUENT ENDORSEMENT IN THE HOUSE OF COMrlONS OF THE PRESIDENT'S 'STATEMENT. SEE: l. MEASURES DIRECTED TOWARD HALTING PERSECUTIOih APPEALS.THROUGH THE VATICAN . (RUMANIA. AND HUNGARY) ·2. COOPE!i4~ION, WITH OTIIER GOVEIUU.IENTS 3 ~ COO:PERATION WITW OTHER GOVERNMENTS:·.'. UNITED NATIONS . (STATEMENT O!i ATRQciTmS AGAINST THE ;JEi¥S) . .. .. - -- ·-. -_. -:· -.·. < ;· ~ . ·, -. - :' ,_ -. -. _::- . ~ i . - iUS::> HODEL: June 14, l94H I think this ou~ht to ro in our arcl:.ives. :•ot;e thPt on nPf'P ~· nrorr:i- nent reference is ~Rde to Pn excernt J .1Peh'l e . ' COMMISSION TO STUDY THE ORGANIZATION OF PEACE Fourth Report Part Ill. International Safeguard of Human Rights EIGHT WEST FORTIETH STREET, NEW YORK 18, N. Y. May, 1944 }.·.. ·. • COMMISSION TO STUDY THE ORGANIZATION OF PEACE Chait' man FOREWORD JAMES T. SHOTWELL The Commission to Study the Organization of Peace was organized in November 1939 under the chairma~­ Chairman of E.':ewtil'l' Committee ship o[ James T. Shotwell. Its Preliminary Report was WILLIAM ALLAN NEILSON released in November 1940. A second report on The Transitional Period was published in February 1942, and a third, on The United Nations and the Organization of Chairman of Education Committee Peace, in February '943· EMILY HICKMAN The Commission's Fourth Report deals with The Con­ tinuing Organization of the United Nations in relation Coumel to the problems of security against war, social and eco­ BERYL HAROLD LEVY nomic welfare, and international safeguards of human rights. Director The Fourth Report is being issued in sections and the CLARK M. EICHELBERGER following parts have already appeared: Geneml Statement: Fundamentals of the Interna­ tional Organization Part One: Security and World Organization • Part Two: Economic Organization of Welfare Herewith the Commission presents Part Ill, the final section, of its Fourth Report entitled lntemational Safe­ guard of Human Rights. CopieJ of thiJ Report 1/Ja)' be ordered from the COMMISSION TO STUDY THE ORGANIZATION OF PEACE 8 West 40th Street New York 18, N. Y . .~181 ·~t -------------- ----- ~~i •. International Safeguard of The followi11g members of the Commission have signed Human Rights this stateme11t: James T. Shotwell, Chairman I. L. Kandel I. THE SIGNIFICANCE OF HUMAN RIGHTS Allen D. Albert B. H. Kizer Mary Noel Arrowsmith John I. Knudson IN INTERNATIONAL ORGANIZATION . Henry A. Atkinson ...-HansKohn -.<~Frank Aydelotte Walter M. Kotschnig The Declared Purpose of the United Nations · ~ Ruhl J. Banlett Walter H. C. Laves Clarence A. Berdahl Katharine F. Leruoot Subscribing to the Atlantic Charter, the United Nations in their Frank G. Boudreau Beryl H. Levy Declaration of January r, 1942, added that their common action was Harry J. Carman Frank Lorimer --Ben M. Cherrington Pauline E. Mandigo based on the conviction "that complete victory over their enemies is :~.· John L. Childs Charles E. Martin essential to defend life, liberty, independence, and religious free­ E.J.Coil F. Dean McClusky Kenneth Colegrove Frederick C. McKee dom, and to preserve human rights and justice iTI their own lands ]. B. Condlifle Francis E. McMahon as well as in other lands . .. .n Edward A. Conway William P. Merrill This avowal of broad aims is more specific in President Roosevelt's Merle Curti Hugh Moore Marion Cuthbert Roland G. Morris interpretation of the Atlantic Charter. Although the Atlantic Mrs. Harvey N. Davis S.D. Myres, Jr. Charter dcies not mention freedom of information, the President Philip C. Nash Malcolm W. Davis has pointed out that no world society organized under the principles Monroe E. Deutsch John W. Nason Marshall E. Dimock ~illiam Allan Neilson of the Atlantic Charter could survive without this freedom as well Clark M"· Eichelberger G. Bernard Noble as religious freedom. He has also indicated that the right of peoples Williaiil Emerson Ernest Minor Patterson Philo T. Farnsworth Ralph Barton Perry under the Atlantic Charter to choose their own form of government Edgar J. Fisher ----James P. Pope "does not carry wit!J it the right of any government to commit Denna F. Fleming Richard J. Purcell Margaret E. Forsyth C. Eden Quainton wholesale murder or the right to make slaves of its own people." Grace E. Fox Harry B. Reynolds In his statement of March 24, 1944, the President again emphasized ---Harry D. Gideonse Leland Rex Robinson Chester H. Rowell that we are concerned to eliminate oppressive practices as well as -----X!rj.~~~~eeve John A. Ryan aggressive war: .--Harry Sclierman "The United NatioTJs are fighting to make a world in which -v~~~~~ Walter R. Sharp · Roger S. Greene Hans Simons tyranny and aggression cannot exist; a world based upon free­ Pennington Haile Preston Slosson dom, equality, and justice~· a tuorld iTI which all persons re­ J. Eugene Harley Waldo E. Stephens gardless of race, color, or creed may live in peace, honor ~thur Sweetser II Walter D. Head Amy Hewes .f---'1-:lhert D. Thomas and dignity." Sarah Warnbaugh II Emily Hickman Consistent with these statements, the Three Power Declaration Melvin D. Hildreth Walter Wanger Arthur N. Holcombe Edith E. Ware signed at Teheran by Roosevelt, Churchill, and Stalin invited the Edward H. Hume --Robert J. Watt active participation in ua world family of democratic nations" of all Erling M. Hunt .--'W. W. Waymack Samuel Guy Inman Ernest H. Wilkins nations "whose peoples in !Jeart and mind are dedicated~ as are our . , Oscar I. Janowsky c.. E. A. Winslow own peoples, to the elimination of tyranny and slavery, oppression > ---i'hilip C. Jessup Richard R. Wood ' __.A:lvin Johnson ----Quincy Wright and intolerance." Anne Hartwell Johnstone James Fulton Zimmerman Our Supreme Court has singled out freedom of religion, speech, press and assembly as being "of the very essence of a scheme of [5] [4) " ' enhance the freedom of men. As Roland S. Morris, former Am­ ordered libertY.'' The United States. the Soviet Union, Great Britain ba.ss;~dor to Japan, has put it in a Commission broadcast: and China h~;\'e incorporated these selfsame freedoms in the ~vlm;­ "Among the objectives for which we fight there is none cow Declaration for liberated Italy, which is intended also for other more vital and fundamental than the attainment of a just liberated areas. As Secretary Hull said in his report to Congress: world, where human rights are recognized and protected. "These principles-including freedom of rdigion, of speech, These rights have been in the past generally recognized, but of press and of auembly, and the right of the people ulti­ never adequately protected as belonging to mankind simply mately to choose their own form of government-are among as mankind. They have been left to local or national enforce­ the most basic lwman rights in civilized society." ment, but never recognized in international law as superior In irre-concilable contrast, the Axis nations exalt the .state as all­ to all other law. Today they are challenged by those aggressor powerful in the interests of its rulers, not its people. The state be- nations who seek to subordinate them utterly to the interests ~ comes militarized and human beings are little more than cogs in a of the state, which recognizes no rights superior to immediate war machine. ~len are born to an "education for death." Their national aims. Here the issue is joined with those who are worth as human beings is minimized and they derive what satisfac­ convinced that there can be no just peace that does not recog­ tion they can from the prospect of a conquering state and a master nize human rights as essential to an orderly world." As basic human rights are protected in each country, the preven­ race. tion of war is made easier. As war and the strain of its threat are Human Rights in a Just Peace eliminated, the univt;,rsal protection of human rights can proceed If we seek to relieve people from the oppression of governments more effectively. The relation between human rights and a just which keep them in darkness and persecute them, we do so not only peace is close and interlocking. because such tyranny outrages the conscience of civilized mankind. We do so because this throwback to barbarism reflects a ruthlessness The Bill of Rights Tradition which often extends beyond the nation's own borders. We have In the Anglo-American tradition, basic freedoms of the person seen how easily the step has been taken from internal oppression to have been placed beyond the reach of governmental attack. They external aggres~ion, from the burning of books and of houses of are, in the language of the Declaration of Independence, "unalien­ worship to the burning of cities. We have seen the diseased nation able." They are, in the language of an older tradition, "natural engage in propaganda campaigns which spread the infection abroad rights," which governments cannot take away. John Locke, who and weaken the victim nation by germs of religious and racial revived the doctrine of natural rights, greatly influenced the Found­ hatred.
Recommended publications
  • Lesson 12: Handout 4, Document 1 German Youth in the 1930S: Selected Excerpted Documents
    Lesson 12: Handout 4, Document 1 German Youth in the 1930s: Selected excerpted documents Changes at School (Excerpted from “Changes at School,” pp. 175–76 in Facing History and Ourselves: Holocaust and Human Behavior ) Ellen Switzer, a student in Nazi Germany, recalls how her friend Ruth responded to Nazi antisemitic propaganda: Ruth was a totally dedicated Nazi. Some of us . often asked her how she could possibly have friends who were Jews or who had a Jewish background, when everything she read and distributed seemed to breathe hate against us and our ancestors. “Of course, they don’t mean you,” she would explain earnestly. “You are a good German. It’s those other Jews . who betrayed Germany that Hitler wants to remove from influence.” When Hitler actually came to power and the word went out that students of Jewish background were to be isolated, that “Aryan” Germans were no longer to associate with “non-Aryans” . Ruth actually came around and apologized to those of us to whom she was no longer able to talk. Not only did she no longer speak to the suddenly ostracized group of class - mates, she carefully noted down anybody who did, and reported them. 12 Purpose: To deepen understanding of how propaganda and conformity influence decision-making. • 186 Lesson 12: Handout 4, Document 2 German Youth in the 1930s: Selected excerpted documents Propaganda and Education (Excerpted from “Propaganda and Education,” pp. 242 –43 in Facing History and Ourselves: Holocaust and Human Behavior ) In Education for Death , American educator Gregor Ziemer described school - ing in Nazi Germany: A teacher is not spoken of as a teacher ( Lehrer ) but an Erzieher .
    [Show full text]
  • Upholding the Disney Utopia Through American Tragedy: a Study of the Walt Disney Company’S Responses to Pearl Harbor and 9/11
    Upholding the Disney Utopia Through American Tragedy: A Study of The Walt Disney Company's Responses to Pearl Harbor and 9/11 Lindsay Goddard Senior Thesis presented to the faculty of the American Studies Department at the University of California, Davis March 2021 Abstract Since its founding in October 1923, The Walt Disney Company has en- dured as an influential preserver of fantasy, traditional American values, and folklore. As a company created to entertain the masses, its films often provide a sense of escapism as well as feelings of nostalgia. The company preserves these sentiments by \Disneyfying" danger in its media to shield viewers from harsh realities. Disneyfication is also utilized in the company's responses to cultural shocks and tragedies as it must carefully navigate maintaining its family-friendly reputation, utopian ideals, and financial interests. This paper addresses The Walt Disney Company's responses to two attacks on US soil: the bombing of Pearl Harbor in 1941 and the attacks on September 11, 200l and examines the similarities and differences between the two. By utilizing interviews from Disney employees, animated film shorts, historical accounts, insignia, government documents, and newspaper articles, this paper analyzes the continuity of Disney's methods of dealing with tragedy by controlling the narrative through Disneyfication, employing patriotic rhetoric, and reiterat- ing the original values that form Disney's utopian image. Disney's respon- siveness to changing social and political climates and use of varying mediums in its reactions to harsh realities contributes to the company's enduring rep- utation and presence in American culture. 1 Introduction A young Walt Disney craftily grabbed some shoe polish and cardboard, donned his father's coat, applied black crepe hair to his chin, and went about his day to his fifth-grade class.
    [Show full text]
  • Animation's Exclusion from Art History by Molly Mcgill BA, University Of
    Hidden Mickey: Animation's Exclusion from Art History by Molly McGill B.A., University of North Carolina at Chapel Hill, 2014 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master of Arts Department of Art & Art History 2018 i This thesis entitled: Hidden Mickey: Animation's Exclusion from Art History written by Molly McGill has been approved for the Department of Art and Art History Date (Dr. Brianne Cohen) (Dr. Kirk Ambrose) (Dr. Denice Walker) The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. ii ACKNOWLEDGMENTS I would like to thank the Department of Art History at the University of Colorado at Boulder for their continued support during the production of this master's thesis. I am truly grateful to be a part of a department that is open to non-traditional art historical exploration and appreciate everyone who offered up their support. A special thank you to my advisor Dr. Brianne Cohen for all her guidance and assistance with the production of this thesis. Your supervision has been indispensable, and I will be forever grateful for the way you jumped onto this project and showed your support. Further, I would like to thank Dr. Kirk Ambrose and Dr. Denice Walker for their presence on my committee and their valuable input. I would also like to extend my gratitude to Catherine Cartwright and Jean Goldstein for listening to all my stress and acting as my second moms while I am so far away from my own family.
    [Show full text]
  • Trabajo Fin De Grado
    Trabajo Fin de Grado LA ACTIVIDAD PROPAGANDÍSTICA DE DISNEY DURANTE LA SEGUNDA GUERRA MUNDIAL DISNEY'S PROPAGANDISTIC ACTIVITY DURING WORLD WAR II Autor NURIA LON ROCA Director Fernando Sanz Ferreruela Facultad Filosofía y Letras. Grado Historia del Arte Año 2019/2020 Resumen: la relevancia de Walt Disney en el panorama cinematográfico es indiscutible pero, alejándonos de su faceta más conocida encontramos unos orígenes vinculados al militarismo y a la Segunda Guerra Mundial en los que se posiciona firmemente. Su propaganda bélica a favor de las democracias europeas se observa en los cortos y películas de la primera mitad del siglo XX así como en su discurso intervencionista y patriótico americano. A través de su producción cinematográfica más relevante se busca poner en valor su posicionamiento directo, e indirecto, en la Segunda Guerra Mundial y las consecuencias que esto tuvo para la mundialmente conocida marca. Palabras clave: cine, propaganda, militarismo, ideología, guerra, Disney y nazismo Abstract: there can be no doubt of relevance of Walt Disney in the film scene but, movin away from its best-know facet, we find origins linked to militarism and the Second Word War in which it is firmly positioned. His war propaganda in favor of European democracies can be seen in the shorts and films of the first half of the 20th century as well as in his intervencionista n patriotic American discourse. Though its most relevant film production, it seeks to hightlight its direct and indirect positioning in the Second Word War and the consequences this had for the Word-famous Brand. Key words: cinema, propaganda, militarism, ideology, War, Disney y nazism 2 A mi tutor, Fernando Sanz, por dedicarme su tiempo, que es lo mejor que alguien te puede regalar.
    [Show full text]
  • Propaganda During the Second World War
    W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 2013 Creating an American Identity--Propaganda During the Second World War Sarah K. Higgins College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the History Commons Recommended Citation Higgins, Sarah K., "Creating an American Identity--Propaganda During the Second World War" (2013). Undergraduate Honors Theses. Paper 635. https://scholarworks.wm.edu/honorstheses/635 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. 1 Creating an American Identity—Propaganda During the Second World War Introduction Propaganda is a familiar facet of American culture. The federal government has a history of involvement in the formulation and release of propagandistic messages through direct control of the public sector, or influence in the private sector, especially during times of conflict. During World War II the federal government used propaganda conveyed through popular cultural media to create an “us versus them” mentality by releasing information and images that both demonized the enemy and explained the righteousness of the American people and their cause. In doing so, federal officials explicitly and effectively mobilized the population to support the American war effort. Wartime propaganda in the form of radio, film, cartoons, and posters were directly influenced and at times controlled by President Franklin Delano Roosevelt’s administration and federal agencies, like the Office of War Information, created by the exigencies of the conflict.
    [Show full text]
  • Meiermovies Short Films A-Z
    MeierMovies Short Films A-Z Theatrically released motion pictures of 40 minutes or less Before perusing this list, I suggest reading my introduction to short films at the beginning of my By Star Rating list. That introduction will help explain my star choices and criteria. For a guide to colors and symbols, see Key. Movie Stars Location seen (if known) Year Director A A.D. 1363, The End of Chivalry 2 Florida Film Festival 2015 2015 Jake Mahaffy A la Francaise 3 Enzian (Oscar Shorts) 2013 Hazebroucq/Leleu/Boyer/Hsien/Lorton The Aaron Case 3 Enzian (FilmSlam 5/16) 2015 Sarah Peterson Aashpordha (Audacity) FL 2 Enzian (South Asian FF) 2011 Anirban Roy Abandoned Love 2 Enzian (Brouhaha 2014) 2014 Sarah Allsup ABC FL 1 Florida Film Festival 2014 2014 Nanna Huolman Abnie Oberfork: A Tale of Self-Preservation 0 Florida Film Festival 2018 2017 Shannon Fleming Abortion Helpline, This Is Lisa 3 Florida Film Festival 2020 2019 Barbara Attie/Janet Goldwater/Mike Attie Abiogenesis 2 Enzian (Oscar Shorts) 2012 Richard Mans The Absence of Eddy Table 4 Florida Film Festival 2017 2016 Rune Spaans Acabo de Tener un Sueño (I’ve Just Had a Dream) FL 3 Love Your Shorts 2016 2014 Javi Navarro Accidents, Blunders and Calamities 1 Florida Film Festival 2016 2015 James Cunningham Accordion Player Sl 1 1888 Louis Le Prince The Accountant 0 Enzian (FilmSlam 10/15) 2015 Stephen Morgan/Alex Couch Achoo 2 Oscar Shorts 2018 2018 L. Boutrot/E. Carret/M. Creantor Acide FL 2 Orlando International FF 2020 2018 Just Philippot Acoustic Ninja 2 Enzian (Brouhaha 2016) 2016 Robert Bevis Ace in the Hole 0 Orlando Film Festival 2013 2013 Wesley T.
    [Show full text]
  • Nationalism, the History of Animation Movies, and World War II Propaganda in the United States of America
    University of Akureyri Faculty of Humanities and Social Science Modern Studies 2011 Intersections of Modernity: Nationalism, The History of Animation Movies, and World War II propaganda in the United States of America Kristján Birnir Ívansson Final BA Thesis in the Faculty of Humanities and Social Sciences University of Akureyri Faculty of Humanities and Social Science Modern studies 2011 Intersections of Modernity: Nationalism, The History of Animation Movies, and World War II propaganda in the United States of America Kristján Birnir Ívansson A final BA Thesis for 180 ECTS unit in the Faculty of Humanities and Social Sciences Instructor: Dr. Giorgio Baruchello Statements I hereby declare that I am the only author of this project and that is the result of own research Ég lýsi hér með yfir að ég einn er höfundur þessa verkefnis og að það er ágóði eigin rannsókna ______________________________ Kristján Birnir Ívansson It is hereby confirmed that this thesis fulfil, according to my judgement, requirements for a BA -degree in the Faculty of Hummanities and Social Science Það staðfestist hér með að lokaverkefni þetta fullnægir að mínum dómi kröfum til BA prófs í Hug- og félagsvísindadeild. __________________________ Giorgio Baruchello Abstract Today, animations are generally considered to be a rather innocuous form of entertainment for children. However, this has not always been the case. For example, during World War II, animations were also produced as instruments for political propaganda as well as educational material for adult audiences. In this thesis, the history of the production of animations in the United States of America will be reviewed, especially as the years of World War II are concerned.
    [Show full text]
  • 4. the Nazis Take Power
    4. The Nazis Take Power Anyone who interprets National Socialism as merely a political movement knows almost nothing about it. It is more than a religion. It is the determination to create the new man. ADOLF HITLER OVERVIEW Within weeks of taking office, Adolf Hitler was altering German life. Within a year, Joseph Goebbels, one of his top aides, could boast: The revolution that we have made is a total revolution. It encompasses every aspect of public life from the bottom up… We have replaced individuality with collective racial consciousness and the individual with the community… We must develop the organizations in which every individual’s entire life will be regulated by the Volk community, as represented by the Party. There is no longer arbitrary will. There are no longer any free realms in which the individual belongs to himself… The time of personal happiness is over.1 How did Hitler do it? How did he destroy the Weimar Republic and replace it with a totalitarian government – one that controls every part of a person’s life? Many people have pointed out that he did not destroy democracy all at once. Instead, he moved gradually, with one seemingly small compromise leading to another and yet another. By the time many were aware of the danger, they were isolated and alone. This chapter details those steps. It also explores why few Germans protested the loss of their freedom and many even applauded the changes the Nazis brought to the nation. Historian Fritz Stern offers one answer. “The great appeal of National Socialism – and perhaps of every totalitarian dictatorship in this century – was the promise of absolute authority.
    [Show full text]
  • Film As a Pedagogical Tool for the Teaching and Learning of Social Justice- Orientated Citizenship Education
    Lights, Camera, Civic Action! Film as a pedagogical tool for the teaching and learning of social justice- orientated citizenship education. Daryn Bevan Egan-Simon A thesis submitted to the Department of Education, Edge Hill University, in fulfilment of the requirements for the degree of Doctor of Philosophy. July 2020 Abstract Citizenship education in England is largely based on a deficit model of young people that positions them as compliant economic subjects rather than active agents of change (Olser and Starkey, 2003; Kisby, 2017; Weinberg and Flinders, 2018). Furthermore, provision for citizenship education has been described as inadequate, ineffective, sterile and lacking in pedagogical innovation (Turner, 2009; Garratt and Piper, 2012; Kerr et al., 2010). This study addresses the question: how can short animated film be used as a pedagogical tool for the teaching and learning of social justice-orientated citizenship education? Within the study, social justice-orientated citizenship education is conceptualised within a framework consisting of four constitutive elements: agency; dialogue; criticality; and emancipatory/ transformative knowledge. As part of the enquiry, a film-based social justice-orientated citizenship education programme (Lights, Camera, Civic Action!) was designed and organically developed with twelve Year 5 children during the Spring, Summer and Autumn Terms of 2018. An intrinsic case study (Stake, 1995; 2005) was employed as the strategy of enquiry with the preferred qualitative methods of data collection being focus group interviews, participant observations and the visual and technical documents created by the children. Thematic Analysis was used as the analytical method for identifying and reporting themes found through the codification of data sets (Braun and Clarke, 2006; Castlebury and Nolen, 2018).
    [Show full text]
  • Louis Hamilton: a British Scholar in Nazi Germany
    fascism 5 (2016) 177-200 brill.com/fasc Louis Hamilton: A British Scholar in Nazi Germany Grant W. Grams Athabasca University [email protected] Abstract Louis Hamilton (1879–1948) was a British national that lectured at various institutions of higher learning in Berlin from 1904–1914, and 1919–1938. During the Third Reich (1933–1945) Hamilton was accused of being half-Jewish and his continued presence at institutions of higher learning was considered undesirable. Hamilton like other foreign born academics was coerced to leave Germany because the Nazi educational system viewed them as being politically unreliable. Hamilton’s experiences are an illustration of what foreign academics suffered during the Third Reich. The purpose of this article is to shed new light on the fate of foreign academics in Nazi Germany. Although the fate of Jewish professors and students has been researched non-Jewish and non-Aryan instructors has been a neglected topic within the history of Nazism. Keywords fascism – Aryan – foreigners – academics – intimidation – Germany – anti-Semitism – Louis Hamilton (1879–1948) Louis Hamilton (1879–1948) was a British national that had a remarkable career lecturing in Germany during the Kaiser Reich (1871 to 1918), Weimar Republic (1919–1933), and the early stages of the Nazi era (1933–1945). Between the two world wars academics in Europe, North America, private institutions, and the German government cited Hamilton as an authoritative source on Canada.1 1 National Archive of Canada (hereafter nac) c10234 File 307724: North German Lloyd to Egan Department of Immigration and Colonization (hereafter dic), 3 Aug. 1928; nac c10234 File 307724: dic to Egan dic, 21 July, 1927; Bundesarchiv Koblenz (hereafter bak) zsg1– 142–20 1922: Verein für das Deutschtum in Ausland Jahrbuch für 1922, 168; Hermann Wagner, Von Küste zu Küste: Bei deutschen Auswanderer in Kanada (Hamburg: Verlag der Ev.
    [Show full text]
  • Tfg Completo
    Facultat de Ciències de la Comunicació Treball de fi de grau Títol Autor/a Tutor/a Grau Data Universitat Autònoma de Barcelona Facultat de Ciències de la Comunicació Full Resum del TFG Títol del Treball Fi de Grau: Autor/a: Tutor/a: Any: Titulació: Paraules clau (mínim 3) Català: Castellà: Anglès: Resum del Treball Fi de Grau (extensió màxima 100 paraules) Català: Castellà: Anglès Universitat Autònoma de Barcelona Facultat de Ciències de la Comunicació Compromís d’obra original L’ESTUDIANT QUE PRESENTA AQUEST TREBALL DECLARA: 1. Aquest treball és original i no està plagiat, en part o totalment 2. Les fonts han estat convenientment citades i referenciades 3. Aquest treball no s’ha presentat prèviament a aquesta Universitat o d’altres I perquè així consti, afgeix a aquesta plana el seu nom i cgnoms: Universitat Autònoma de Barcelona Resumen El objeto de la investigación se focaliza en el estudio del sector de animación como posible herramienta de propaganda bélica durante los años del conflicto de la Segunda Guerra Mundial (1939-1945). Las productoras escogidas para la elaboración del análisis son Walt Disney y Warner Bros, debido a la monopolización que ejercían durante esa época dichas productoras dentro del sector cinematográfico y de dibujos animados para la televisión en Estados Unidos. La intención, más allá de descifrar si existieron mensajes persuasivos dentro de los contenidos, se investiga a la vez, de qué manera es generado el discurso narrativo, cómo son utilizados y combinados los diferentes elementos audiovisuales para crear discursos manipulados de adoctrinamiento de masas. Así mismo, aunque en menor medida, también se intenta esclarecer si existieron algún tipo de acuerdos entre el gobierno norteamericano y las productoras a la hora de realizar los contenidos.
    [Show full text]
  • The National Socialist Revolution That Swept Through Germany in 1933, and It Examines the Choices Individual Germans Were Forced to Confront As a Result
    Chapter 5 The National The Scope and Sequence Socialist Individual Choosing to & Society Participate Revolution We & They Judgment, Memory & Legacy The Holocaust Hulton Archive / Stringer / Gey Images / Gey / Stringer Archive Hulton HaHB_chapter5_v1_PPS.indd 220 3/7/17 4:34 PM Overview On January 30, 1933, President Paul von Hindenburg named Adolf Hitler chancellor of Germany. Within days of Hitler’s appointment, the Nazis began to target their political opposition and those they considered enemies of the state, especially Communists and Jews. Within months, they had transformed Germany into a dictatorship. This chapter chronicles the National Socialist revolution that swept through Germany in 1933, and it examines the choices individual Germans were forced to confront as a result. HaHB_chapter5_v1_PPS.indd 221 3/7/17 4:34 PM Chapter 5 Introduction Hitler’s appointment as chancellor on January 30, 1933, thrilled some Ger- Essential mans and horrified others. Writing in 1939, journalist Sebastian Haffner said Questions that when he read the news that afternoon, his reaction was “icy horror”: • What made it possible for Certainly this had been a possibility for a long time. You had to reckon with it. the Nazis to transform Nevertheless it was so bizarre, so incredible, to read it now in black and white. Germany into a dicta- Hitler Reich Chancellor . for a moment I physically sensed the man’s odor of torship during their first blood and filth, the nauseating approach of a man-eating animal—its foul, sharp years in power? claws in my face. • What choices do individ- Then I shook the sensation off, tried to smile, started to consider, and found many uals have in the face of reasons for reassurance.
    [Show full text]