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El Ángel De Budapest Egy Angyal Budapesten
EL ÁNGEL DE BUDAPEST EGY ANGYAL BUDAPESTEN EL ÁNGEL DE BUDAPEST EGY ANGYAL BUDAPESTEN 4 En memoria del diplomático español Ángel Sanz Briz Justo entre las Naciones (1910-1980), quien en 1944, junto con los empleados y colaboradores de la Legación de España en Budapest, salvó la vida de más de 5.000 judíos húngaros de la persecución del nazismo. “No te quedes inactivo cuando derraman la sangre de tu prójimo” (Levítico 19/16.) Embajada de España en Budapest (Hungría), 2015 IN MEMORIAM Ángel Sanz Briz a „Világ Igaza” (1910-1980), spanyol diplomata, 1944-ben Budapesten a Span- yol Követség munkatársaival és segítőivel közösen több mint 5000 magyar zsidó életét mentette meg a náci üldöztetéstől”. „…ne légy tétlen, ha felebarátaid vérét ontják” (3Móz. 19:16) „ Spanyol Nagykövetség, 2015 5 5 Antisemitismo, Antiszemitizmus, persecución üldöztetés y deportaciones és deportálások Al poco de comenzar la segunda guerra mundial Kevéssel a II. világháború kitörése után, a háttérben y con el telón de fondo del auge del nazismo y del Európában a nácizmus és az antiszemitizmus antisemitismo en Europa, se promulgaron una se- megerősödése mellett, számos olyan törvényt rie de leyes en Hungría contra la población judía hírdettek ki Magyarországon, amelyek szörnyű que les impuso unas condiciones terribles. Así lo helyzetbe hozták a zsidó lakosságot. Katarina Bohrer, narra la superviviente judía húngara Katarina Bo- egy túlélő magyar zsidó így meséli el: hrer: „ […] Például, a gimnáziumban egy osztályban csak ”[…] Por ejemplo, en el instituto, en la clase no podía 6-7 zsidó származású diák tanulhatott. Ez volt a haber más de 6 ó 7 estudiantes judíos. -
Carl Lutz and His Forgotten Mission to Save the Jews of Budapest During the Second World War
Lifting the Veil of Silence: Carl Lutz and His Forgotten Mission to Save the Jews of Budapest During the Second World War Carl Lutz at the bomb-ravaged British legation after the liberation of Budapest, February 1945. https://www.google.com/search?q=carl+lutz&rlz=1C5CHFA_enNL867GB871&sxsrf=ALeKk02c2P37kIVg0thRTifP6_w0j0EBIA:1592232367555&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjWzqvlh4TqAhWyqHEKHcwID WYQ_AUoAXoECCEQAw&biw=1437&bih=744#imgrc=FWicMufi2jK1iM Brandon K. Shuler Brandon K. Shuler s2686058 PCNI MA History Master Thesis Leiden University Supervisor: Dr. A. Heyer Second Reader: Dr. B.E. van der Boom Acknowledgements I would like to extend my sincerest gratitude to my thesis supervisor Anne Heyer whose open- mindedness and positive encouragement enabled and emboldened me to pursue a topic outside her immediate area of historical expertise. Finally, I want to take this opportunity to express the profound gratefulness and indebtedness I owe my family. Their unfailing support and advice over the past five years is what made the completion of my master thesis and degree possible. I must especially thank my mother for providing and assisting me with her aptitude in languages and my father who, besides being my principal source of advice and proofreading, set me on my path by instilling in me his love of history. Table of Contents Introduction ..................................................................................................................................... 1 Chapter I The Man and the Mission ........................................................................................... -
April 15, 2018 Dear Cornell Class of '55, I Can't Imagine My Experience
April 15, 2018 Dear Cornell Class of ‘55, I can’t imagine my experience at Cornell being complete without studying abroad for Psychology of the Holocaust. For a few weeks, the museums and memorials of Vienna, Prague, Krakow, and Budapest were my classroom, and the things I learned go beyond school. We engaged with heavy content, that which makes you come face to face with the worst of humanity. Whether it was a trip to perhaps the most infamous concentration camp, Auschwitz, or to the forgotten town of Lidice, everything we encountered was deeply humbling. Reading about the suffering of Holocaust victims is incomparable to walking where they walked. And yet, there were many times I was hopeful; when I was reminded, by the stories of rescuers who risked their lives to save others, of our species’ infinite capacity for good. It was the actions of these individuals—among them Carl Lutz, Raoul Wallenberg, Irena Sendler—that have once again sparked my interest in diplomacy and international humanitarian work. I am grateful to have been able to take this abroad course as a sophomore, because I will have more time to explore the avenues of knowledge that were just opened to me. Regardless of my eventual career and where I end up, I am certain that I will be thinking and learning new things in retrospect about this trip for the rest of my life. On few occasions have I been so busy. There was so much to do and see that it seemed we were constantly up and moving. -
TEACHING NIGHT in the SECONDARY CLASSROOM By
TEACHING NIGHT IN THE SECONDARY CLASSROOM by Dyanne K. Loput A Thesis Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters in Partial Fulfillment of the Requirements for the Degree of Master of Arts Florida Atlantic University Boca Raton, Florida August 2010 Copyright by Dyanne K. Loput 2010 ii ACKNOWLEDGEMENTS The author wishes to express her sincere thanks to Dr. Alan L. Berger for his guidance, encouragement, patience, expertise, and profound brilliance throughout the writing of this manuscript. The author is also grateful to Dr. Miriam Klein Kassenoff for offering the Holocaust Institute, a program that provides educators with a springboard for the knowledge and resources they need to teach Holocaust literature effectively. Additionally, Dr. Barclay Barrios’s and Professor Papatya Bucak’s guidance and inspiration in teaching analytical and creative writing are very much appreciated. iv ABSTRACT Author: Dyanne K. Loput Title: Teaching Night in the Secondary Classroom Institution: Florida Atlantic University Thesis Advisor: Dr. Alan L. Berger Degree: Master of Arts in Teaching English Year: 2010 As a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching Eliezer Wiesel’s Night to high school students. This thesis contextualizes Wiesel’s memoir by examining the history of Jewish persecution, the Holocaust itself, and Wiesel’s background. Educational strategies and activities that use both literary analysis and creative writing to engender a comprehensive and thorough realization of the history as expressed through the literature are elucidated. Additionally, several ways in which teachers may lead students to examine the effects, implications, and ramifications of Wiesel’s legacy are supplied. -
2021 Essay Pamphlet
“Last, but by no means least, courage - moral courage, the courage of one's convictions, the courage to see things through. The world is in a constant conspiracy against the brave. It's the age-old struggle - the roar of the crowd on one side and the voice of your conscience on the other.” Douglas MacArthur The Essay Topic: Describe a person who acted with moral courage. What can be learned from their actions and how do the lessons relate to you? During the Holocaust, it is estimated that eleven million people were killed by the Nazis and their collaborators. Fortunately, there were many who survived. Many survivors were rescued by “ordinary” people who took extraordinary risks to become an ally. Moral courage is the ability to take a strong stand on a specific issue based on one’s personal beliefs or convictions and to defend it regardless of danger or threats to personal safety. Rescuers during the Holocaust, such as Miep Gies, Carl Lutz, Vladka Mead, Oskar Schindler, Chiune Sugihara, and Raoul Wallenberg, exemplify both courage and moral courage. They displayed courage in their ability to face difficulty, danger, and/or pain without fear; they exhibited moral courage when they acted on their own values and beliefs to spare the lives of others at the risk of jeopardizing their own. Their actions serve as a model of personal triumph over adversity and inspire others to act accordingly. Step 1: Contextual Research: learn more about the history of the Holocaust, and investigate at least two of the stories of the rescuers mentioned above to inspire you to research and write your own essay on moral courage. -
December Layout 1
AMERICAN & INTERNATIONAL SOCIETIES FOR YAD VASHEM Vol. 41-No. 2 ISSN 0892-1571 November/December 2014-Kislev/Tevet 5775 The American & International Societies for Yad Vashem Annual Tribute Dinner he 60th Anniversary of Yad Vashem Tribute Dinner We were gratified by the extensive turnout, which included Theld on November 16th was a very memorable many representatives of the second and third generations. evening. We were honored to present Mr. Sigmund Rolat With inspiring addresses from honoree Zigmund A. Rolat with the Yad Vashem Remembrance Award. Mr. Rolat is a and Chairman of the Yad Vashem Council Rabbi Israel Meir survivor who has dedicated his life to supporting Yad Lau — the dinner marked the 60th Anniversary of Yad Vashem and to restoring the place of Polish Jewry in world Vashem. The program was presided over by dinner chairman history. He was instrumental in establishing the newly Mark Moskowitz, with the Chairman of the American Society opened Museum of the History of Polish Jews in Warsaw. for Yad Vashem Leonard A. Wilf giving opening remarks. SIGMUND A. ROLAT: “YAD VASHEM ENSHRINES THE MILLIONS THAT WERE LOST” e are often called – and even W sometimes accused of – being obsessed with memory. The Torah calls on us repeatedly and command- ingly: Zakhor – Remember. Even the least religious among us observe this particular mitzvah – a true corner- stone of our identity: Zakhor – Remember – and logically L’dor V’dor – From generation to generation. The American Society for Yad Vashem has chosen to honor me with the Yad Vashem Remembrance Award. I am deeply grateful and moved to receive this honor. -
Irena Sendler: a Holocaust Hero
Lesson 5 Irena Sendler: A Holocaust Hero Lesson 5 Irena Sendler: A Holocaust Hero I.文意字彙與詞類變化:36% documents 1. Jack has all the d ts he needs in order to get a new passport. courageous 2. It was c s of the student to challenge her teacher’s opinions. obtain 3. Joseph has been trying to o n a copy of this rare book for years. ambulance 4. The family called an a e to take their sick father to the hospital. agent 5. If you want to get more acting jobs, you need an a t who knows the industry. convince 6. No matter how hard they tried, none of the other kids could c e Mark to sneak out of his house at nighttime to break into the old warehouse. admitted 7. After being questioned several times, the boy finally a ted to having taken the money. arrest 8. The policemen disguised themselves as workmen and entered the building to a t the gunman. fake 9. People have thought that the painting is a (fake) and that the original was already destroyed during the war. sigh 10. After studying hard for a long time, Emily could not but (sigh) with disappointment when she failed the test. compassion 11. Most of the main religions teach us to have (compassionate) for the poor and the needy. executed 12. Many Jews were (execution) or left to die in the concentration camps by the Nazi government during World War II. 21 II.文法選擇:15% ( C )1. If Mark his promise to Tina, she would never have broken up with him. -
The Holocaust Booklet
• Memories of History • ...to remain silent and“ “indifferent is the greatest sin of all... By Elie Wiesel SPONSORED BY THE KNIGHT FOUNDATION “All that is needed for the triumph of evil is that good men do nothing.” –– Edmund Burke, British statesman Learning from Memories of History ABOUT NEWSPAPER IN EDUCATION Holocaust survivor and Nazi hunter Simon emaciated bodies had been flung into shallow graves. The Tallahassee Democrat Newspaper in Wiesenthal wrote, “The new generation has to Education program is one of more than 950 hear what the older generation refuses to tell Eisenhower insisted on seeing everything. newspapers that offer educational activities, it.” Wiesenthal, who died in September 2005, He witnessed sheds piled with bodies, various workshops and guides to parents, teachers devoted his life to documenting the crimes of the torture devices and a butcher’s block used for and students. NIE programs make newspapers Holocaust and to hunting down the perpetrators available free to classrooms. smashing gold fillings from the mouths of the still at large. “When history looks back,” dead. According to the Dwight D. Eisenhower In cooperation with The National Council of Wiesenthal explained, “I want people to know Library Archives, “Eisenhower felt that it was Jewish Women (NCJW), Tallahassee Section, this the Nazis weren’t able to kill millions of people necessary for his troops to see for themselves, complementary teaching tool is attached to many and get away with it.” His work stands as a and the world to know about the conditions at learning strands and has been written and aligned reminder and a warning. -
Aalten (Holland): Fifty-One Jews Hidden In, 425 Abegg, Dr Elisabeth: a Rescuer, in Berlin, 244 Abrahams-Emden, S
Index Aalten (Holland): fifty-one Jews hidden in, 425 Adnet, Jules and Marie: save a Abegg, Dr Elisabeth: a rescuer, in Jew, 367 Berlin, 244 Adolph, Krystyna: a rescuer, Abrahams-Emden, S.: recalls her rescuer, 399 111–14 Abrahamsen, Samuel: recounts acts of support and Adriatic Sea: Jews helped to rescue in Norway, 311, 315 escape across, 295 Abramovich, Ariela: saved, 136 Adventists’ Seminary Abramowicz-Wolska, Maryla and (France): Jews sent for refuge to, Feliks: help Jews to survive, 375 118 Aerdenhout (Holland): a young Abramowitch, Maja: see Zarch, Maja Jewish boy finds sanctuary in, Abresch, Father Pio: see Father 408 Agarici, Viorica: saves Jews, 298 Pio Ahlfeld, Eva: given sanctuary, Absil, Walter: and the rescue of his cousin, 389 338; with her rescuers’ two Achille, Father: helps an Italian children, Photo 31 Jewish family escape, 444 Ainsztein, Reuben: writes about ‘actions’ (organized SS killings): 33; Jews saved Righteous Germans in Bialystok, during and after, 91–2, 97, 98, 263–5 100, 101, 104, 166, 256, 264, Albania: Jews saved in, 11, 265, 270, 273 300–2; and the Albanian ‘moral Adama (Poland): an execution at, code’, 523 150 Alechinsky, Drs: shelter two Adler, Ella: recalls no kindnesses, 12–13 Jewish boys, 386–7 Alice, Princess Andrew of Greece: saves Jews, 304–5 Alkmaar (Holland): rescuers in, 408, 413; a ‘health vacation’ in, 420–1 All Saints Church (Warsaw): rescue in, 201 573 T H E R I G H T E O U S Alpes Maritimes (Italian-occupied France): Italians Ancely, Captain Edmond: and a refuse to enforce anti-Jewish measures -
El Salvador's Holocaust Heroes
- 1 El Salvador's Holocaust Heroes By John Lamperti1 It must be clearly established that San Salvador [sic] is the only state to overcome any hesitancy and to undertake an active rescue operation. Carl Lutz, Swiss Ambassador in Budapest, 19442 Germany invaded its wavering ally Hungary on March 19, 1944, when eleven German divisions marched into Budapest. There was no resistance, and a compliant puppet government was installed in a few days. The “final solution” for Hungarian Jews then began with shocking speed. In a few weeks yellow stars and ghettos were imposed everywhere that Jews lived in Hungary outside the capital. Deportations to Auschwitz began in mid May, and in less than a fortnight from 12,000 to 14,000 Jewish people per day were being sent away on special trains, packed horribly into freight and cattle cars. In less than two months, 445,000 human beings had been shipped to their deaths.3 George Mandel/Mantello Suddenly the transports stopped. Hungary’s strong man Miclós Horthy, who had raised few previous objections to Hitler’s plans, ordered a halt to the deportations while more than 200,000 Jews in Budapest remained largely unmolested. To many that halt seemed no less than a miracle. But what made Horthy act? The answer, surprisingly, has much to do with the small, far-off nation of El Salvador and with a man named George Mantello. Most Salvadorans have never heard his name, although he was an official of their government during the critical years of the second World War. Mantello was an unusual Salvadoran who spoke no Spanish and never set his foot on the nation's soil. -
ECHOES of MEMORY | MEMORY of ECHOES Echoes of Memory Volume 12 Volume 12
Volume 12 Volume Memory Echoes of ECHOES OF MEMORY | Volume 12 UNITED STATES HOLOCAUST MEMORIAL MUSEUM, WASHINGTON, DC Echoes of Memory Volume 12 Contents Ruth Cohen Harry Markowicz My Friends Sidi and Milek Natansohn ..........................2 Leaving Nazi Germany.........................................................30 Manfred’s Last Letter ............................................................32 Marcel Drimer The War Is Over (Or Is It Ever?)...................................... 35 My “Career” in the Polish Army ....................................... 3 Small World .........................................................................6 Alfred Münzer “Volunteering” for Service in Poland ..........................7 A Letter to Olivia .....................................................................38 Albert Garih Halina Yasharoff Peabody America........................................................................................... 9 Impressions of Contemporary Polish Jewish Life .....................................................42 Agi Geva Despair and Happiness .........................................................11 George Salamon Dreams ...........................................................................................13 People Have Choices ............................................................44 Peter Gorog Esther Rosenfeld Starobin History Repeating Itself .......................................................15 Obligations ..................................................................................47 -
The Christian Churches of Hungary and the Holocaust
The Christian Churches of Hungary and the Holocaust Randolph L. Braham In Hungary, as elsewhere in Europe, the Nazi onslaught against the Jews took place in a climate of opinion that had been conditioned by centuries of Christian hostility to the Jews and Judaism. The Christian churches were involved in laying the groundwork for the public acceptance of the ever-harsher measures adopted against the Jews, including those relating to the “Final Solution.” Both before and during the Nazi era, the three major Christian denominations in Hungary—the Catholic, Reformed (Calvinist), and Evangelical (Lutheran)—espoused venomous anti-Judaism and antisemitism, portraying the Jews as a people who had betrayed God and had become forever cursed for the crucifixion of Jesus. Dedicated to the protection of their institutional interests, the Christian churches emerged as major pillars of Hungary’s reactionary regimes. They shared with the ultra- conservatives and the Right radicals their opposition to modernization, liberalism, Communism, and freemasonry—movements that had within their ranks a relatively large number of secular Jewish intellectuals. They were also in the forefront of the chauvinistic- reactionary campaigns that aimed to preserve Hungary’s antiquated semi-feudalistic socioeconomic order and to safeguard the purity of the national-Christian spirit. In pursuit of these objectives, the church leaders rationalized their role as a mandate to counter “radical” leftist ideas and movements and to defend the nation from the “harmful” economic and cultural influence of the Jews. They championed these causes, which often involved the subjection of the Jews to an institutionalized policy of humiliation and discrimination, with fervor until the end of the Nazi era.