Being a Refugee in Canada Pedagogical Activity
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Migration of Jews to Palestine in the 20Th Century
Name Date Migration of Jews to Palestine in the 20th Century Read the text below. The Jewish people historically defined themselves as the Jewish Diaspora, a group of people living in exile. Their traditional homeland was Palestine, a geographic region on the eastern coast of the Mediterranean Sea. Jewish leaders trace the source of the Jewish Diaspora to the Roman occupation of Palestine (then called Judea) in the 1st century CE. Fleeing the occupation, most Jews immigrated to Europe. Over the centuries, Jews began to slowly immigrate back to Palestine. Beginning in the 1200s, Jewish people were expelled from England, France, and central Europe. Most resettled in Russia and Eastern Europe, mainly Poland. A small population, however, immigrated to Palestine. In 1492, when King Ferdinand and Queen Isabella expelled all Jewish people living in Spain, some refugees settled in Palestine. At the turn of the 20th century, European Jews were migrating to Palestine in large numbers, fleeing religious persecution. In Russia, Jewish people were segregated into an area along the country’s western border, called the Pale of Settlement. In 1881, Russians began mass killings of Jews. The mass killings, called pogroms, caused many Jews to flee Russia and settle in Palestine. Prejudice against Jews, called anti-Semitism, was very strong in Germany, Austria-Hungary, and France. In 1894, a French army officer named Alfred Dreyfus was falsely accused of treason against the French government. Dreyfus, who was Jewish, was imprisoned for five years and tried again even after new information proved his innocence. The incident, called The Dreyfus Affair, exposed widespread anti-Semitism in Western Europe. -
Exploring Primary Sources for In-Depth Engagement with Americans and the Holocaust Experiencing History: Holocaust Sources in Context
EXPLORING PRIMARY SOURCES FOR IN-DEPTH ENGAGEMENT WITH AMERICANS AND THE HOLOCAUST EXPERIENCING HISTORY: HOLOCAUST SOURCES IN CONTEXT - WWW.EXPERIENCINGHISTORY.COM What is Experiencing History? Experiencing History is a digital learning tool that explores the Holocaust through unique, original, contexualized sources. With this tool, you can read, watch, and examine the experiences of everyday people to analyze how genocide unfolded. Learn about the Holocaust by engaging with a variety of sources from the period. Discover a diary, a letter, a newspaper article, or a policy paper; see a photograph, or watch film footage. Discuss the complex context from which the Holocaust emerged, and consider the importance of primary sources for understanding our world. Topic: Immigration and Refugees The following sources in Experiencing History illuminate the topic of immigration and the refugee crisis from a variety of perspectives. These sources ask us to consider: What did the vast bureaucratic web of immigration paperwork look like on a personal level? How did refugees understand their own plight as they were experiencing it? How did those advocating on their behalf frame their case for the American public? From Jewish refugees attempting to locate family members, to those trying to find safe haven, to those advocating on their behalf, these sources illuminate the complex questions that this topic raises through personal stories and reflections. Report on the work of the refugee committee, American Friends Service Committee, 1940 Report outlining the activities of the American Friends Service Committee (AFSC) in refugee aid. These activities included both evacuating refugees from Europe and assisting in their adjustment to life in the United States. -
Refugee Policies from 1933 Until Today: Challenges and Responsibilities
Refugee Policies from 1933 until Today: Challenges and Responsibilities ihra_4_fahnen.indd 1 12.02.2018 15:59:41 IHRA series, vol. 4 ihra_4_fahnen.indd 2 12.02.2018 15:59:41 International Holocaust Remembrance Alliance (Ed.) Refugee Policies from 1933 until Today: Challenges and Responsibilities Edited by Steven T. Katz and Juliane Wetzel ihra_4_fahnen.indd 3 12.02.2018 15:59:42 With warm thanks to Toby Axelrod for her thorough and thoughtful proofreading of this publication, to the Ambassador Liviu-Petru Zăpirțan and sta of the Romanian Embassy to the Holy See—particularly Adina Lowin—without whom the conference would not have been possible, and to Katya Andrusz, Communications Coordinator at the Director’s Oce of the European Union Agency for Fundamental Rights. ISBN: 978-3-86331-392-0 © 2018 Metropol Verlag + IHRA Ansbacher Straße 70 10777 Berlin www.metropol-verlag.de Alle Rechte vorbehalten Druck: buchdruckerei.de, Berlin ihra_4_fahnen.indd 4 12.02.2018 15:59:42 Content Declaration of the Stockholm International Forum on the Holocaust ........................................... 9 About the International Holocaust Remembrance Alliance (IHRA) .................................................... 11 Preface .................................................... 13 Steven T. Katz, Advisor to the IHRA (2010–2017) Foreword The International Holocaust Remembrance Alliance, the Holy See and the International Conference on Refugee Policies ... 23 omas Michael Baier/Veerle Vanden Daelen Opening Remarks ......................................... 31 Mihnea Constantinescu, IHRA Chair 2016 Opening Remarks ......................................... 35 Paul R. Gallagher Keynote Refugee Policies: Challenges and Responsibilities ........... 41 Silvano M. Tomasi FROM THE 1930s TO 1945 Wolf Kaiser Introduction ............................................... 49 Susanne Heim The Attitude of the US and Europe to the Jewish Refugees from Nazi Germany ....................................... -
The Refugee's Dilemma: Evidence from Jewish Migration out Of
The Refugee’s Dilemma: Evidence from Jewish Migration out of Nazi Germany ∗ Johannes Buggley Thierry Mayerz Seyhun Orcan Sakalli§ Mathias Thoenig{ February 7, 2020 Abstract In this paper we estimate the push and pull factors involved in the outmigration of Jews fac- ing persecution in Nazi Germany from 1933 to 1941 when migration was banned. Our empirical investigation makes use of a unique individual-level dataset that records the migration history of almost the entire universe of Jews living in Germany over the period. Our analysis highlights new channels, specific to violent contexts, through which social networks affect the decision to flee. We first estimate a structural model of migration where individuals base their own migra- tion decision on the observation of persecution and migration among their peers. Identification rests on exogenous variations in push and pull factors across peers who live in different cities of residence. Then we perform various counterfactual policy experiments in order to quantify how migration restrictions in destination countries affected the fate of Jews. For example, re- moving work restrictions for refugees after the Nuremberg Laws (in 1935) would have led to 27% increase in Jewish migration out of Germany. Keywords: Refugees, Migration Policy, Antisemitism, Nazi Germany JEL Codes: F22, N40, F50, D74 ∗Helpful comments from Alberto Bisin, Shanker Sattyanath, Joachim Voth, Katia Zhuravskaya, as well as from partic- ipants of seminars and conferences at CEU, EIEF, EHA conference in Atlanta, ENS Lyon, EPCS conference in Jerusalem, Fribourg, Geneva, Graduate Institute, Hebrew University of Jerusalem, IDC Herzliya, Lausanne, Nova Lisbon, NYU, OECD/CEPII conference on "Immigration in OECD Countries", Paris Dauphine, PSE, Queen Mary, SIOE conference in Stockholm, ALUM-CEPR conference in Siracusa, Tinbergen, Political Economics Workshop at Zurich University, Zurich ETH, VfS conference in Freiburg, University Vienna, and WU Vienna are gratefully acknowledged. -
(CIVIL) Citations MSM 2001 to 2003 Updated
M E R I T O R I O U S S E R V I C E M E D A L (C I V I L) Citations M S M 2001 to 2003 Updated: 29 August 2017 Pages: 34 Current to Canada Gazettes of: 06 October 2001 (CG) 30 March 2002 (CG) 01 February 2003 (CG) 18 October 2003 (CG) Prepared by: John Blatherwick, CM, CStJ, OBC, CD, MD, FRCP(C), LLD(Hon) =================================================================================================== INDEX to 2000 to 2003 DATE NAME TITLE POSITION DECORATIONS / 24 ALLAN, William R. (Posthumous) Mr Korean Veterans Nat’l Remembrance Wall MSM 13 ALLARD, Pierre Michel Reverend Restorative Justice Movement MSM 14 ANDERSON, Brad Constable Toronto PD – Rwanda Humanitarian Aid MSM 04 APPEL, Bram Mr Early Child Development Programs MSM 19 ARMOUR, Julian Mr Founder Ottawa Chamber Music Festival MSM 24 ASANTE, Kwadwo Ohene Dr Fetal Alcohol Syndrome Clinic UBC MSM 13 ASHBAUGH, David Robinson Staff Sergeant RCMP – Ridgeology Work MSM 25 AYMONG, Amyot Michael Mr Concerned Children’s Advertisers MSM 14 BADOWSKI, John Staff Sergeant Toronto PD – Rwanda Humanitarian Aid MSM 25 BELLEMARE, Daniel A. Mr International Association of Prosecutors KStJ MSM QC 05 BLACK, Gordon Inspector RCMP - Kidnapping in Ecuador MSM 05 BLAIN, William Donald (Post) Mr Train Engineer killed in Crash MSM 06 BROWN, Jeremy Dr Sr Medical Attaché Nairobi Kenya MSM 07 CARY, Mark Mr Co-Pilot Borek Twin Otter Antarctic MSM 15 CHAPMAN, Lola May Ms Youth & Justice Advocacy Ridge Meadows MSM 14 CHEN, Audrey Detective Toronto PD – Rwanda Humanitarian Aid MSM 08 CLANFIELD, George Staff -
History 323 Course Syllabus
St. Jerome’s University in the University of Waterloo Department of History Canadian History Through Biography History 103 Fall 2017 Instructor: Thirstan Falconer Lectures: Monday, 10:30-12:20 Wednesday, 11:30-12:20 Classroom: SJ1 3016 Office: SH 2109 E-mail: [email protected] Office Hours: Wednesday 10:30AM-11:20AM or by appointment. Course Objectives: Through lectures, readings and films, this course examines the lives of men and women who have been instrumental in the development of Canada since Confederation. Examples are drawn from politics, the military, diplomacy, and social reform. Learning Objectives: The student will be introduced to several individuals and themes in Canadian history since Confederation (1867), in hopes that this will dispel the myth that Canadian history is dull. The student will develop their critical thinking, research, historical argumentation, and writing skills. Course Textbook: Learn. Contains links to readings in lieu of a course reader. The Dictionary of Canadian Biography (DCB), published jointly by University of Toronto and Laval University Press, is available online free of charge at: http://www.biographi.ca/EN/ The Canadian Encyclopedia (TCE) is also available online at: http://www.canadianencyclopedia.ca/ Optional Textbook: Michael Bliss, Right Honourable Men: The Descent of Canadian Politics from Macdonald to Chretien. Any edition. Latest is Toronto: HarperCollins, 2004. Note: No longer in print. You will need to purchase a copy through a used bookstore or use the copy at SJU Library course reserve (3 hour loan). Chantel Hébert with Jean Lapierre. The Morning After: The 1995 Quebec Referendum and the Day That Almost Was. -
And the Holocaust Teacher Guide Immigration and Refugees: Debating the Wagner-Rogers Bill
AMERICANS AND THE HOLOCAUST TEACHER GUIDE IMMIGRATION AND REFUGEES: DEBATING THE WAGNER-ROGERS BILL ushmm.org/americans AMERICANS AND THE HOLOCAUST IMMIGRATION AND REFUGEES: DEBATING THE WAGNER-ROGERS BILL OVERVIEW Through an examination of the Wagner-Rogers Bill of 1939, students consider how Americans debated the country’s role as a haven for refugees during the 1930s and 1940s. They identify economic, social, and geopolitical factors that influenced Americans’ attitudes about the United States’ role in the world during the critical years 1938–1941. Using primary-source documents, students identify and evaluate arguments that different Americans made for and against the acceptance of child refugees in 1939. The lesson concludes with reflection on questions that this history raises about America’s role in the world today. This lesson explores the following question: n How did Americans interpret their role when facing a catastrophic refugee crisis in 1939? HISTORY KEY QUESTIONS EXPLORED 1. From 1938–1941, what information was available to Americans about the Nazi persecution of Jews and the plight of Jewish refugees? 2. What events and conditions had an impact upon Americans’ attitudes about the Nazi persecution of Jews and America’s role in responding to the refugee crisis? 3. How did Americans respond to the proposed admittance of 20,000 refugee children into the United States? HISTORY LEARNING OBJECTIVES 1. Students understand that there were many issues vying for Americans’ attention during this time, and will be able to identify economic, social, and geopolitical factors that influenced Americans’ attitudes toward the refugee crisis of 1938–1941. 2. Students will be able to articulate and evaluate arguments for and against the Wagner-Rogers Bill of 1939, providing facts to support their evaluation about if and how the United States could have admitted refugees. -
The Hungarian Refugees, 50 Years On
NUMBER 144 • ISSUE 3 • 2006 Whe re AreThey Now? THE HUNGARIAN REFUGEES, 50 YEARS ON GUEST EDITORIAL BY UNHCR GOODWILL AMBASSADOR ANGELINA JOLIE THE EDITOR’S DESK The 50th Anniversary of the HUNGARIAN Uprising he last week of October 1956 was one of the Twelve days later, on 4 November, the Soviet tanks most dramatic in the second half of the 20th cen- rolled into Budapest. The city endured days of heavy Ttury. Two entirely separate crises erupted, both of shelling and street battles, and Hungarians started to flee at which had important and long-lasting ramifications for the the rate of thousands a day to neighbouring Austria. By the future course of the Cold War and the relationship between time the borders were fully sealed, some 180,000 Hungarian the two emerging Superpowers – as well as for the develop- refugees had made their way to Austria and 20,000 had ment of the United Nations. headed south into Yugoslavia. On 23 October, while the British, French and Israeli gov- Within days of the exodus starting, an extraordinary op- ernments were in the middle of a secret three-day meeting eration sprang up in Austria, not only to care for the in Sèvres, near Paris, which refugees, but to move them out would lead directly to a mo- of the country almost as fast as mentous upheaval in the Mid- they arrived. In the end, dle East (the echoes of which 180,000 were resettled from still resonate today), a group of Austria and Yugoslavia to a total engineering students in the of 37 different countries – the Hungarian capital Budapest first 100,000 of them in under decided to hold a demonstra- ten weeks. -
Untold Stories from the SS St Louis
Untold Stories from the SS St Louis On Saturday 13 May 1939 the SS St Louis, a ship of the Hapag line, left the port of Hamburg in Germany and set sail for Havana in Cuba. On board were 937 Jewish passengers. They were German Jews fleeing Nazi persecution and hoping to start new lives. They planned to seek asylum in Cuba. Obtaining a ticket for the transatlantic crossing had not been easy. Even the cost of a basic ticket was high and The SS. St. Louis surrounded by smaller vessels in the port of Hamburg ©USHMM demand for a passage out of Germany was even greater. The passengers were refugees and had suffered in different ways. At best they had faced prejudice from their own neighbours as Nazi laws had encouraged and demanded discrimination against the Jewish community. Some had been hiding from the Nazis, others had already been in concentration camps and several knew they risked imprisonment if they remained in Germany. The Nazis had been in power for 6 years and during that time Jewish people had been forced to surrender their possessions, they had lost their homes and their savings, been forbidden to practice their professions and their businesses had been confiscated. Most had very little money left; some passengers had relied on relatives overseas to fund their crossing. Nevertheless there were no tickets left by 7 May. Nazi decrees restricted the amount of money a Jewish passenger could take out of Germany to 10 Reichmarks. Each passenger could also have a small allowance to spend at sea but this could not be converted back to Reichmarks or used anywhere else. -
The St. Louis Crisis
Cohen Center for Holocaust and Genocide Studies at Keene State College ___________________________________________________________________________________ “To Remember…and to Teach.” www.keene.edu/cchgs MS St. Louis Crisis On May 13, 1939, the Hamburg-America Line ship MS St. Louis leaves Hamburg, Germany, carrying 937 passengers – almost all of whom were Jews fleeing Nazi Germany in the aftermath of the November 1938 pogrom cynically labeled “The Night of Broken Glass” (Reichkristallnacht). They are sailing for Cuba, which, influenced by the Evian (refugee) Conference of July 1938, has agreed to provide temporary refuge for German Jews. While there are touching departure scenes in Hamburg, many of the passengers – one had just been released (traumatized) from the Dachau concentration camp – were anxious to leave Germany as soon as possible. The vast majority of the passengers (743) hold American quota numbers, having applied for formal entry into the United States as immigrants. Their plan is to remain in Cuba only until their quota numbers come up. Cuba has been allowing German Jewish refugees to enter since the spring. Of the 937 passengers, 909 hold Cuba tourist landing permits, sold for roughly $160 each by Cuba’s Director-General of Immigration, Manuel Benitez Gonzalez. What the passengers cannot know is that Benitez has been amassing a personal fortune by selling landing permits. Left out of this lucrative enrichment scheme, government officials convince Cuban President Federico Laredo Brú to invalidate the landing permits one week before the sailing of the St. Louis. Only those passengers – 28 in all – holding valid immigration visas will be allowed to disembark. All are German Jews. -
American Responses
AMERICAN RESPONSES What can we learn today from American action and inaction in the face of the refugee crisis in the spring of 1939 and the deportation of Hungarian Jews five years later? Looking back at these two events in Holocaust history raises questions about the responses of the United States to the widespread persecution and mass murder of the Jews of Europe. Jewish refugees board the MS St. Louis in Hamburg, Germany, in May 1939. Collection of Walter Karliner, Museum of Jewish Heritage—A Living Memorial to the Holocaust, New York 1 National Days of Remembrance AMERICAN RESPONSES The United States in the 1930s As the Nazis increasingly persecuted Germany’s Jews in the 1930s, many Jews sought refuge in other countries. In the United States, the Depression’s economic hardships intensified antisemitism and xenophobia. The US State Department enforced restrictive immigration laws limiting the issuance of visas, making it difficult for Jews to enter the United States. While Americans participated in rallies opposing Nazi persecution, an overall sentiment of isolationism pervaded American attitudes and policy. Former New York Governor Alfred E. Smith addresses the crowd at a demonstration held in Madison Square Garden to protest the Nazi persecution of German Jews. March 27, 1933. National Archives and Records Administration, College Park, Maryland 2 National Days of Remembrance AMERICAN RESPONSES The Plight of Refugees In the face of a European refugee crisis caused by increasing anti-Jewish violence, the United States experienced a public challenge to its immigration policies. Over 900 Jewish passengers left Germany aboard the MS St. -
The Persons Case (1929)
CELEBRATING WOMEN THE PERSONS CASE (1929) OVERVIEW The Persons Case (Edwards v. A.G. of Canada) in 1929 was the constitutional ruling that allowed women to be appointed to the Senate. In doing so, the Persons case also overruled the 1928 Supreme Court finding that women were not persons according to the British North America Act. In turn, this ruling which officially recognized women as “persons” meant that women could no longer be denied any other rights based on narrow understanding and constructions of the law. WHAT IS THE SIGNIFICANCE OF THIS WHAT WAS THE NATURE OF THE FIGHT FOR ACHIEVEMENT? THIS ACHIEVEMENT? The first female member of the Senate was Cairine Wilson, sworn in The fight to have women considered persons within the British on February 15th, 1930. Not only did the famous ruling allow for her North America (BNA) Act was championed by a group of appointment and the appointment of many influential women to prominent female activists referred to as the Famous Five: Emily follow, but it also allowed for greater spotlight on and dedication to issues of women’s rights and wellbeing through female Murphy, Nellie McClung, Irene Parlby, Louise McKinney, and representation in the Senate in addition to the House of Commons. Henrietta Muir. They devised the petition in the home of Emily Murphy, in Edmonton in August 1927. In 1928, the Supreme Court ruled unanimously that women should not be considered WHAT DOES THIS ACHIEVEMENT LOOK LIKE persons under section 24 of the BNA Act. Refusing to accept TODAY? this decision, the Famous Five appealed to the Judicial Committee of the Privy Council in London.