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Aus Freude Am Lesen 74520 | RANDOM HOUSE | Knopp | Geheimnisse Des Dritten Reichs Page 2 4-OCT-12
74520 | RANDOM HOUSE | Knopp | Geheimnisse des Dritten Reichs Page 1 4-OCT-12 Aus Freude am Lesen 74520 | RANDOM HOUSE | Knopp | Geheimnisse des Dritten Reichs Page 2 4-OCT-12 Die Zeit des Nationalsozialismus hat nur zwölf Jahre gedauert, und doch wird sie auch künftig die Wahrnehmung deutscher Geschichte entscheidend prägen. Terror, Völkermord und Weltkrieg gingen von Hitlers Deutschland aus. Viele Aspekte des »Dritten Reichs« sind noch immer rätselhaft und klärungsbedürftig. Guido Knopp widmet sich solchen Geheimnissen – Fakten, die damals nicht bekannt wer- den durften oder die erst heute erschlossen werden können –wie etwa Adolf Hitlers von ihm nach Kräften verschleierten Familien- verhältnissen, seinen Geldmitteln und seinem Verhältnis zu Frauen. Oder der Legende Erwin Rommel, den Obsessionen des »Reichs- führers SS« Heinrich Himmler und neu aufgedeckte Täuschungen Albert Speers. Prof. Dr. Guido Knopp war nach seinem Studium zunächst Redakteur der Frankfurter Allgemeinen Zeitung und anschließend Auslandschef der Welt am Sonntag. Seit 1984 leitet er die ZDF- Redaktion Zeitgeschichte. Guido Knopp hat zahlreiche Auszeich- nungen erhalten, darunter den Jakob-Kaiser-Preis, den Europäischen Fernsehpreis, den Telestar, den Goldenen Löwen, den Bayerischen Fernsehpreis und das Bundesverdienstkreuz. 74520 | RANDOM HOUSE | Knopp | Geheimnisse des Dritten Reichs Page 3 4-OCT-12 Guido Knopp Geheimnisse des »Dritten Reichs« In Zusammenarbeit mit Alexander Berkel, Anja Greulich, Ricarda Schlosshan, Mario Sporn, Thomas Staehler, Uli Weidenbach Redaktion: -
Concentration Camp
Concentration Camp Acc# 00.0086 CollName (Full) Scott Albert ScopeNote Collection includes a manuscript entitled "Ella Rogozinski, a Survivor," done by Scott Albert, as a class project, with a survivor of Auschwitz concentration camp. Ella Rogozinski - 85674 - a Czechoslovakian of Jewish belief was taken from her home in May 1943. Experienced the train cars to Auschwitz. She remained in the camp where she was forced to take part in experimentation, and her story relates the horrors at Auschwitz. After the Russians liberated the camp in 1944, she took part in the march from the camp to Germany. Manuscript interweaves her interview with Albert's narrative. Extent/Location Gen Coll: 1 folder Saturday, October 16, 2010 Page 1 of 16 Acc# 00.0250 CollName (Full) Eugene H. Blanche ScopeNote The collection contains two manuscripts. The first is a report of Dachau, the oldest of the Nazi concentration camps. The second is a lengthy, detailed record of the accounts of the 495th Armored Field Artillery Battalion. The collection includes a manuscript entitled "Dachau" by a man who served in the Army in the European Theater (ETO). This manuscript is divided into four sections. Section One contains an overview and analysis of the inner workings (administration) of the concentration camp, an analysis of the types of prisoners, and lastly, the results of an effort to determine if there were any organized prisoner groups, especially underground groups. Section Two contains a recap of the activities of the Seventh Army with regard to their liberation of Dachau, which was begun on 30 April 1945. They conducted interviews with survivors and also interviewed townspeople to try to determine how much they knew about the camp, which was located on the outskirts of their town. -
Central Intelligence Agency (CIA) Freedom of Information Act (FOIA) Case Log October 2000 - April 2002
Description of document: Central Intelligence Agency (CIA) Freedom of Information Act (FOIA) Case Log October 2000 - April 2002 Requested date: 2002 Release date: 2003 Posted date: 08-February-2021 Source of document: Information and Privacy Coordinator Central Intelligence Agency Washington, DC 20505 Fax: 703-613-3007 Filing a FOIA Records Request Online The governmentattic.org web site (“the site”) is a First Amendment free speech web site and is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. The public records published on the site were obtained from government agencies using proper legal channels. Each document is identified as to the source. Any concerns about the contents of the site should be directed to the agency originating the document in question. GovernmentAttic.org is not responsible for the contents of documents published on the website. 1 O ct 2000_30 April 2002 Creation Date Requester Last Name Case Subject 36802.28679 STRANEY TECHNOLOGICAL GROWTH OF INDIA; HONG KONG; CHINA AND WTO 36802.2992 CRAWFORD EIGHT DIFFERENT REQUESTS FOR REPORTS REGARDING CIA EMPLOYEES OR AGENTS 36802.43927 MONTAN EDWARD GRADY PARTIN 36802.44378 TAVAKOLI-NOURI STEPHEN FLACK GUNTHER 36810.54721 BISHOP SCIENCE OF IDENTITY FOUNDATION 36810.55028 KHEMANEY TI LEAF PRODUCTIONS, LTD. -
“Zersetzung Und Zivilcourage“
EXPOSEE In dieser Dissertation geht es um die Rolle von Frauen im Alltag des Nationalsozialismus und Krieges von 1939-1945. Nicht nur, dass Frauen selbstständig den Arbeits- und Kriegsallta g meisterten, sie mussten auch Ängste, Gefahren und Terror überstehen. Als dann besonders in den letzten Kriegsjahre n immer mehr Frauen einen deutlichen Unmut über die verheerende Situatio n öffentlich zum Ausdruck brachten oder gar flüchtigen Soldaten Beihilfe zur Fahnenfluc ht leisteten, wurde dieses „wehrkraftzersetzende Verhalten“ gesetzlich und richterlich verfolgt und schwer bestraft. Die zentrale Fragestellung dieser Arbeit richtet sich insbesondere auf die Praxen “ZERSETZUNG der Überlebenssicherung ausgewählter Geschichten von Frauen in verschiedenste n Momenten der Verfolgung. Die historische UND Auseinandersetzung mit „eigensinnigen“ Frauen als Akteurinne n im Krieg, soll zu weite r e n gesellschaftlichen Diskursen über ZIVILCOURAGE“ Geschlechterdifferenzen im Krieg, bestehenden Urteilen der NS- Justiz und bislang unbeachtet „Die Verfolgung des Unmuts von Frauen gebliebene Verfolgten und Verfolgern beitragen. im nationalsozialistischen Deutschland Maren Büttner während des Krieges 1939 - 1945.“ Universität Erfurt „Zersetzung und Zivilcourage“ Die Verfolgung des Unmuts von Frauen im nationalsozialistischen Deutschland während des Krieges 1939 – 1945. zur Erlangung eines Grades einer Doktorin der Philosophie -Dr. phil.- Philosophische Fakultät Maren Büttner Dekan: Prof. Dr. Guido Löhrer Gutachter: 1. Prof. Dr. Alf Lüdtke, Universität Erfurt 2. Prof. Dr. Sabine Schmolinsky, Universität Erfurt 3. Prof. Dr. Elisabeth Klaus, Universität Salzburg eingereicht: 25. März 2011 Datum der Promotion: 18. Oktober 2011 URN der Dissertation: urn:nbn:de:gbv:547-201400549 Alle Tage Der Krieg wird nicht mehr erklärt, sondern fortgesetzt. Das Unerhörte ist alltäglich geworden. Der Held bleibt den Kämpfen fern. -
The Quint : an Interdisciplinary Quarterly from the North 1
the quint : an interdisciplinary quarterly from the north 1 Erwin Erdhardt, III Camille McCutcheon Frances Pheasant-Kelly University of Cincinnati University of South University of the quint volume seven issue four EDITORIAL Peter Falconer Carolina Upstate Wolverhampton ADVISORY University of Bristol BOARD Lorraine Meyer Christian Riegel Brandon University an interdisciplinary quarterly from Peter Geller University of Regina University of the Fraser Valley Ray Merlock the north Moshen Ashtiany University of South Steve Roe Columbia University Carolina Upstate Northern Lights College editor Susan Gold Brenda Austin-Smith University of Windsor Sue Matheson University of Manitoba Antonia Mills, Professor Dan Smith Emeritus ISSN 1920–1028 Peter Gordon University College of the University of Northern North Keith Batterbe Independent Scholar British Columbia University of Turku Robert Spindler John George Hansen Ikuko Mizunoe, Donald Beecher Professor Emeritus University of Innsbruck the quint welcomes submissions. See our guidelines University of Carleton University Saskatchewan Kyoritsu Women’s or contact us at: University Nicholas Tyrras Gerald Bowler Richard Harris the quint Independent Scholar University College of the North Independent Scholar University of Avis Mysyk Saskatchewan P.O. Box 3000 Cape Breton University The Pas, Manitoba Robert Budde Darrell Varga Canada R9A 1K7 University Northern Stella Hockenhull Hisam Nakamura NSCAD British Columbia University of Tenri University Wolverhampton John Butler Andrew Patrick Nelson Gene Walz -
Clemency in a Nazi War Crimes Trial By: Allison Ernest
Evading the Hangman’s Noose: Clemency in a Nazi War Crimes Trial By: Allison Ernest Ernest 2 Contents Introduction: The Foundations for a War Crimes Trial Program 3 Background and Historiography 10 Chapter 1: Investigations into Other Trials Erode the United States’ Resolve 17 Chapter 2: The Onset of Trial Fatigue Due to Public Outcry 25 Chapter 3: High Commissioner McCloy Authorizes Sentence Reviews 38 Chapter 4: McCloy and the United States Set the War Criminals Free 45 Conclusion: A Lesson to be Learned 52 Chart: A Complicated Timeline Simplified 57 Bibliography 58 Ernest 3 Introduction: The Foundations for a War Crimes Trial Program “There is a supervening affirmative duty to prosecute the doers of serious offenses that falls on those who are empowered to do so on behalf of a civilized community. This duty corresponds to our fundamental rights as citizens and as persons to receive and give respect to each other in view of our possession of such rights.” Such duty, outlined by contemporary philosopher Alan S. Rosenbaum, was no better exemplified than in the case of Nazi war criminals in the aftermath of World War II. Even before the floundering Axis powers of Germany and Japan declared their respective official surrenders in 1945, the leaders of the Allies prepared possible courses of action for the surviving criminals in the inevitable collapse of the Nazi regime. Since the beginning of the war in 1939, the Nazi regime in Germany implemented a policy of waging a war so barbaric in its execution that the total numbers of casualties rivaled whole populations of countries. -
Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display
Georgia State University ScholarWorks @ Georgia State University English Theses Department of English Summer 8-20-2012 Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display Matthew G. Donald College of Arts and Sciences Follow this and additional works at: https://scholarworks.gsu.edu/english_theses Recommended Citation Donald, Matthew G., "Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display." Thesis, Georgia State University, 2012. https://scholarworks.gsu.edu/english_theses/134 This Thesis is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. REVEALING AND CONCEALING HITLER‟S VISUAL DISCOURSE: CONSIDERING “FORBIDDEN” IMAGES WITH RHETORICS OF DISPLAY by MATTHEW DONALD Under the Direction of Mary Hocks ABSTRACT Typically, when considering Adolf Hitler, we see him in one of two ways: A parodied figure or a monolithic figure of power. I argue that instead of only viewing images of Hitler he wanted us to see, we should expand our view and overall consideration of images he did not want his audiences to bear witness. By examining a collection of photographs that Hitler censored from his audiences, I question what remains hidden about Hitler‟s image when we are constantly shown widely circulated images of Hitler. To satisfy this inquiry, I utilize rhetorics of display to argue that when we analyze and include these hidden images into the Hitlerian visual discourse, we further complicate and disrupt the Hitler Myth. -
Simon Wiesenthal Center-Museum of Tolerance Library & Archives for More Information Contact Us at (310) 772-7605 Or [email protected]
The Holocaust, 1933 – 1945 Educational Resources Kit Glossary of Terms, Places, and Personalities AKTION (Action) A German military or police operation involving mass assembly, deportation and killing; directed by the Nazis against Jews during the Holocaust. ALLIES The twenty-six nations led by the United States, Britain, and the former Soviet Union who joined in fighting Nazi Germany, Italy and Japan during World War II. ANIELEWICZ, MORDECAI Leader of the Jewish underground movement and of the uprising of (1919-1943) the Warsaw Ghetto in April 1943; killed on May 8, 1943. ANSCHLUSS (Annexation) The incorporation of Austria into Germany on March 13, 1938. ANTISEMITISM Prejudice and/or discrimination towards Jews, based on negative perceptions of their beliefs. ARYAN RACE "Aryan" was originally applied to people who spoke any Indo- European language. The Nazis, however, primarily applied the term to people with a Northern European racial background. Their aim was to avoid what they considered the "bastardization of the German race" and to preserve the purity of European blood. (See NUREMBERG LAWS.) AUSCHWITZ Auschwitz was the site of one of the largest extermination camps. In August 1942 the camp was expanded and eventually consisted of three sections: Auschwitz I - the main camp; Auschwitz II (Birkenau) - the extermination camp; Auschwitz III (Monowitz) - the I.G. Farben labor camp, also known as Buna. In addition, Auschwitz had 48 sub camps. It bacame the largest center for Jewish extermination. AXIS The Axis powers originally included Nazi Germany, Italy, and Japan who signed a pact in Berlin on September 27, 1940, to divide the world into their spheres of respective political interest. -
Munich in the 1920S
International Journal of Humanities and Social Science Vol. 1 No. 20; December 2011 Hitler’s Beer Hall Politics: A Reassessment based on New Historical Scholarship Jeffrey Gaab, Ph. D. Professor of History Department of History, Economics, and Politics SUNY College Farmingdale 2350 Broadhollow Road Farmingdale, New York. USA 11735. Abstract As the eightieth anniversary of Adolf Hitler’s accession to power in Germany approaches in 2013, recent scholarship has revised Hitler’s description of his formative experiences. This new scholarship demonstrates that Hitler’s time in Munich was far more significant than his period in Vienna. The new secondary literature demonstrates conclusively that Munich, not Vienna, became the “school of his life.” It was in Munich, as a “beer hall agitator,” where Hitler learned the political skills he would later employ to outmaneuver Germany’s professional politicians and seize power in 1933. Ian Kershaw has described Hitler’s years in Munich as “the years of his political apprenticeship.” Hitler developed an “aggressive obstinacy” during his years in Munich that lead to his political success. The “aggressive obstinacy” developed after numerous experiences in Munich’s beer halls. This paper argues that the road to the Reich’s Chancellery in 1933 lead through Munich’s beer halls in the 1920s. Key Words: Adolf Hitler, Germany, Third Reich, National Socialism, Munich, Beer Hall. Introduction In Mein Kampf, Adolf Hitler wrote that his political development occurred during his time in Vienna before he came to Germany in 1913. In Vienna, Hitler wrote, “I obtained the foundations for a philosophy in general and a political view in particular which later I only needed to supplement in detail, but which never left me.” In fact, Hitler argues that his political “awakening” caused him to leave Vienna for Munich. -
Timeline Presentation
LESSON 4.2 TIMELINE June 1919 The Treaty of Versailles The Treaty of Versailles was signed in France in 1919. After the loss of World War I, Germany had to accept full responsibility for starting the war. Many Germans were shocked and angered over the terms of the treaty which deprived Germany of significant military power and territory, and imposed financial penalties. Allied delegates in the Hall of Mirrors at Versailles witness the German delegation’s acceptance of the terms of the Treaty Of Versailles, the treaty formally ending World War I. Versailles, France, June 28, 1919. National Archives and Records Administration, College Park, MD ushmm.org State of Deception: The Power of Nazi Propaganda August 1919 Ratification of Weimar constitution A national assembly drafted a democratic constitution, a new and unfamiliar form of government for Germans, initiated in the wake of World War I. Fearing the unknown, the delegates agreed to the inclusion of Article 48. The article allowed the democratic government to suspend basic rights in order to stabilize the country during a national crisis or emergency. ushmm.org State of Deception: The Power of Nazi Propaganda February 1920 Hitler presented 25-point program In this 25-point program, Nazi Party members publicly declared their intention to segregate Jews from “Aryan” society and to abrogate Jews’ political, legal, and civil rights. Point 4 stated: “ Only a national comrade can be a citizen. Only someone of German blood, regardless of faith, can be a citizen. Therefore, no Jew can be a citizen.” Pamphlet outlining the National Socialist Party 25-point program. -
Book Two the ARTIST
Chapter V – A Well Respected Man 159 Book Two THE ARTIST 160 Chapter V – A Well Respected Man Chapter V - A Well Respected Man 161 A WELL RESPECTED MAN The business of the Civil Service is the orderly management of decline. William Armstrong In the Year of the Lord 1889, the Austrian Emperor Francis Joseph celebrated his fifty-ninth birthday and forty-first anniversary of his reign over the vast Empire of Austria and Hungary; when he died, in 1916, he had ruled the state for sixty-eight years. The realm was huge - covering over 180,000 square miles or about 450,000 square kilometres. The emperor's domains stretched, in the east-west axis, from Czernowitz on the Dniester River in today's Ukraine to Vorarlberg on the Swiss border, and, in the north-south axis, from the lower Elbe River near Aussig to Ragusa in the Bosnian Hercegovina, two thirds down the eastern Adriatic coast. Ethnically and thus politically, however, these territories were hopelessly divided. The racial diversity of the Imperial population included Germans in Austria, Hungary and the Sudetenland; Czechs in Bohemia and Moravia; Slovaks to their east; Poles in western Galicia and Ruthenians, Catholic Ukrainians, in the eastern part of it; Magyars in Hungary and Transylvania interspersed with some more Germans and Romanians; Slovenes, Friaulians and Italians south of the Julian Alps; and finally Croats, Bosnians, Albanians, Montenegrinos and Serbs in and around the Balkan mountains. All these groups fought incessant but mostly inconclusive battles over appointments, representation and influence in the empire and its court, while a laborious civil administration struggled with the actual governance of the multitudes. -
Teachers Guide Popup Activities and Answers
PopUp Museum Teacher’s Guide Sponsored by The League Club Grades: 4th-College, with 9th-12th Teaching Strategies: Students can do Florida Standards selF-guided tour or go in assigned groups For “Scavenger Hunt”, & can Lesson length: 30-60 minutes present Student as Docent individually Subject area/s: Social Studies or in pairs Vocabulary: See panels Materials/Equipment: Panels, easels, Differenaon Strategies: Teacher, arNFacts in cases, portraits, QR Code aide, other can deliver individual pre/ labels, arNFact labels provided and post survey by reading quesNons, can installed by Museum Staff give an individual guided tour, assist with “Scavenger Hunt”, and write out Student as Docent talking points Pre/Post Survey: Please see aVached Florida Standards: below SS.912.A.6.1, SS.912.A.6.3, SS.912.S.4.1SS.912.W.7.7, SS.912.W.7.11 IntroducAon/Pre-Survey: Teacher administers pre-survey (opNonal), students are advised oF either selF- guided tour or are assigned a group, acNvity/ies explained Assign: “Scavenger Hunt” (see below For ideas) AND/OR Student as Docent acNvity (see below) Review/Post-Survey: Teacher collects survey (opNonal), discussion and “Scavenger Hunt” answer sheets OR thoughts has students present Student as Docent secNon/s administers post- Pre-Tour Survey 1. In your own words define, The Holocaust _____________________________________________________________ _____________________________________________________________ 2. What is propaganda? Give one example used by the Nazis ____________________________________________________________ ____________________________________________________________ 3. Who was the leader oF the Nazi Party in Germany? _____________________________________________________________ 4. Who Fought against the Nazis? Circle the best answer a. ParNsans b. Parsons c. Joseph Goebbels d.