“Privileged” Jews, Holocaust Representation, and the “Limit” of Judgment R
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Running Head: the TRAGEDY of DEPORTATION 1
Running head: THE TRAGEDY OF DEPORTATION 1 The Tragedy of Deportation An Analysis of Jewish Survivor Testimony on Holocaust Train Deportations Connor Schonta A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2016 THE TRAGEDY OF DEPORTATION 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ David Snead, Ph.D. Thesis Chair ______________________________ Christopher Smith, Ph.D. Committee Member ______________________________ Mark Allen, Ph.D. Committee Member ______________________________ Brenda Ayres, Ph.D. Honors Director ______________________________ Date THE TRAGEDY OF DEPORTATION 3 Abstract Over the course of World War II, trains carried three million Jews to extermination centers. The deportation journey was an integral aspect of the Nazis’ Final Solution and the cause of insufferable torment to Jewish deportees. While on the trains, Jews endured an onslaught of physical and psychological misery. Though most Jews were immediately killed upon arriving at the death camps, a small number were chosen to work, and an even smaller number survived through liberation. The basis of this study comes from the testimonies of those who survived, specifically in regard to their recorded experiences and memories of the deportation journey. This study first provides a brief account of how the Nazi regime moved from methods of emigration and ghettoization to systematic deportation and genocide. Then, the deportation journey will be studied in detail, focusing on three major themes of survivor testimony: the physical conditions, the psychological turmoil, and the chaos of arrival. -
Private Kaltman by Michael Kaltman
HERITAGE THE JEWISH GENEALOGICAL SOCIETY OF ILLINOIS VOLUME XXVII • NUMBER I SPRING 2012 ‘Saving’ Private Kaltman by Michael Kaltman This discussion explores three sometimes overlooked sources of information about relatives who served in the United States military during World War I. As in the case cited below, this information can give a more complete picture of that relative than the more commonly cited genealogical resources can, thereby “saving” them from obscurity. As a bonus, the information also provides a plausible explanation for the Ellis Island ship manifests of Private Kaltman’s parents. Schmerke Kaltman came to America in 1910 on the re-internment in U.S. military cemeteries in France, and SS Estonia, sailing out of Libau, Russian Empire (now the program to repatriate the bodies of soldiers. Also, Liepaja, Latvia). He was approximately 18 years old Laskin has included extensive reference citations and was listed as a “Hairdresser.” His trip began on all aspects of the war, including divisional in Samokhvalovichi, a tiny settlement about histories. 12 miles south-southwest of Minsk, Belarus. Sometime after his arrival in Laskin’s direct writing style sparked a America, Schmerke Americanized renewed interest in finding out about his name to Samuel. From his Samuel. After surfing the Internet, I naturalization records and his WWI decided to start my search with the Draft Registration Card, we know three volume Soldiers of the Great that his complexion was “dark,” his War by Haulsee, Howe, and Doyle, height was 5 feet 5 inches, and he 1920. This enormous compendium had a “medium” build. He owned lists every soldier who lost his life a barbershop on Avenue B in New in the war. -
The Jerusalem Report February 6, 2017 Wikipedia Wikipedia
Books A traitor in Budapest Rudolf Kasztner was not a hero but an unscrupulous Nazi collaborator, insists British historian Paul Bogdanor in his new book By Tibor Krausz REZSŐ KASZTNER was a much-maligned Was Kasztner, the de facto head of the Bogdanor’s book is a meticulously re- hero of the Holocaust. Or he was a villain- Zionist Aid and Rescue Committee in Bu- searched, cogently argued and at times ous Nazi collaborator. It depends who you dapest, eagerly liaising with Adolf Eich- riveting indictment of Kasztner, which ask and how you look at it. Over 70 years mann and his henchmen so as to save any is bound to reopen debate on the wartime after the end of World War II and almost 60 Hungarian Jews he could from deportation Zionist leader’s role in the destruction of years after his death, the Jewish-Hungarian and certain death in Auschwitz-Birkenau? Hungary’s Jewish community. Zionist leader remains a highly controver- Or was he doing so out of sheer self-inter- sial figure. est in order to make himself indispensable IN APRIL and May 1944, the author To his defenders, like Israeli histori- to the Nazis by helping send hundreds of demonstrates at length, Kasztner knew an Shoshana Ishoni-Barri and Hungar- thousands of other Jews blindly to their fate full well that the Nazis were busy deport- ian-born Canadian writer Anna Porter, through willful deception? ing Hungarian Jews to Auschwitz, where the author of “Kasztner’s Train” (2007), In his book “Kasztner’s Crime,” Brit- the gas chambers awaited them. -
Communism's Jewish Question
Communism’s Jewish Question Europäisch-jüdische Studien Editionen European-Jewish Studies Editions Edited by the Moses Mendelssohn Center for European-Jewish Studies, Potsdam, in cooperation with the Center for Jewish Studies Berlin-Brandenburg Editorial Manager: Werner Treß Volume 3 Communism’s Jewish Question Jewish Issues in Communist Archives Edited and introduced by András Kovács An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, as of February 23, 2017. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. ISBN 978-3-11-041152-2 e-ISBN (PDF) 978-3-11-041159-1 e-ISBN (EPUB) 978-3-11-041163-8 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de. © 2017 Walter de Gruyter GmbH, Berlin/Boston Cover illustration: Presidium, Israelite National Assembly on February 20-21, 1950, Budapest (pho- tographer unknown), Archive “Az Izraelita Országos Gyűlés fényképalbuma” Typesetting: -
Poland Study Guide Poland Study Guide
Poland Study Guide POLAND STUDY GUIDE POLAND STUDY GUIDE Table of Contents Why Poland? In 1939, following a nonaggression agreement between the Germany and the Soviet Union known as the Molotov-Ribbentrop Pact, Poland was again divided. That September, Why Poland Germany attacked Poland and conquered the western and central parts of Poland while the Page 3 Soviets took over the east. Part of Poland was directly annexed and governed as if it were Germany (that area would later include the infamous Nazi concentration camp Auschwitz- Birkenau). The remaining Polish territory, the “General Government,” was overseen by Hans Frank, and included many areas with large Jewish populations. For Nazi leadership, Map of Territories Annexed by Third Reich the occupation was an extension of the Nazi racial war and Poland was to be colonized. Page 4 Polish citizens were resettled, and Poles who the Nazis deemed to be a threat were arrested and shot. Polish priests and professors were shot. According to historian Richard Evans, “If the Poles were second-class citizens in the General Government, then the Jews scarcely Map of Concentration Camps in Poland qualified as human beings at all in the eyes of the German occupiers.” Jews were subject to humiliation and brutal violence as their property was destroyed or Page 5 looted. They were concentrated in ghettos or sent to work as slave laborers. But the large- scale systematic murder of Jews did not start until June 1941, when the Germans broke 2 the nonaggression pact with the Soviets, invaded the Soviet-held part of Poland, and sent 3 Chronology of the Holocaust special mobile units (the Einsatzgruppen) behind the fighting units to kill the Jews in nearby forests or pits. -
Holocaust Education Teacher Resources Why Teach The
Holocaust Education Teacher Resources Compiled by Sasha Wittes, Holocaust Education Facilitator For Ilana Krygier Lapides, Director, Holocaust & Human Rights Education Calgary Jewish Federation Why Teach The Holocaust? The Holocaust illustrates how silence and indifference to the suffering of others, can unintentionally, serve to perpetuate the problem. It is an unparalleled event in history that brings to the forefront the horrors of racism, prejudice, and anti-Semitism, as well as the capacity for human evil. The Canadian education system should aim to be: democratic, non-repressive, humanistic and non-discriminating. It should promote tolerance and offer bridges for understanding of the other for reducing alienation and for accommodating differences. Democratic education is the backbone of a democratic society, one that fosters the underpinning values of respect, morality, and citizenship. Through understanding of the events, education surrounding the Holocaust has the ability to broaden students understanding of stereotyping and scapegoating, ensuring they become aware of some of the political, social, and economic antecedents of racism and provide a potent illustration of both the bystander effect, and the dangers posed by an unthinking conformity to social norms and group peer pressure. The study of the Holocaust coupled with Canada’s struggle with its own problems and challenges related to anti-Semitism, racism, and xenophobia will shed light on the issues facing our society. What was The Holocaust? History’s most extreme example of anti- Semitism, the Holocaust, was the systematic state sponsored, bureaucratic, persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933-1945. The term “Holocaust” is originally of Greek origin, meaning ‘sacrifice by fire’ (www.ushmm.org). -
Jewish Behavior During the Holocaust
VICTIMS’ POLITICS: JEWISH BEHAVIOR DURING THE HOLOCAUST by Evgeny Finkel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Political Science) at the UNIVERSITY OF WISCONSIN–MADISON 2012 Date of final oral examination: 07/12/12 The dissertation is approved by the following members of the Final Oral Committee: Yoshiko M. Herrera, Associate Professor, Political Science Scott G. Gehlbach, Professor, Political Science Andrew Kydd, Associate Professor, Political Science Nadav G. Shelef, Assistant Professor, Political Science Scott Straus, Professor, International Studies © Copyright by Evgeny Finkel 2012 All Rights Reserved i ACKNOWLEDGMENTS This dissertation could not have been written without the encouragement, support and help of many people to whom I am grateful and feel intellectually, personally, and emotionally indebted. Throughout the whole period of my graduate studies Yoshiko Herrera has been the advisor most comparativists can only dream of. Her endless enthusiasm for this project, razor- sharp comments, constant encouragement to think broadly, theoretically, and not to fear uncharted grounds were exactly what I needed. Nadav Shelef has been extremely generous with his time, support, advice, and encouragement since my first day in graduate school. I always knew that a couple of hours after I sent him a chapter, there would be a detailed, careful, thoughtful, constructive, and critical (when needed) reaction to it waiting in my inbox. This awareness has made the process of writing a dissertation much less frustrating then it could have been. In the future, if I am able to do for my students even a half of what Nadav has done for me, I will consider myself an excellent teacher and mentor. -
Gadol Beyisrael Hagaon Hakadosh Harav Chaim Michoel Dov
Eved Hashem – Gadol BeYisrael HaGaon HaKadosh HaRav Chaim Michoel Dov Weissmandel ZTVK "L (4. Cheshvan 5664/ 25. Oktober 1903, Debrecen, Osztrák–Magyar Monarchia – 6 Kislev 5718/ 29. November 1957, Mount Kisco, New York) Евед ХаШем – Гадоль БеИсраэль ХаГаон ХаКадош ХаРав Хаим-Михаэль-Дов Вайсмандель; Klenot medzi Klal Yisroel, Veľký Muž, Bojovník, Veľký Tzaddik, vynikajúci Talmid Chacham. Takýto človek príde na svet iba raz za pár storočí. „Je to Hrdina všetkých Židovských generácií – ale aj pre každého, kto potrebuje príklad odvážneho človeka, aby sa pozrel, kedy je potrebná pomoc pre tých, ktorí sú prenasledovaní a ohrození zničením v dnešnom svete.“ HaRav Chaim Michoel Dov Weissmandel ZTVK "L, je najväčší Hrdina obdobia Holokaustu. Jeho nadľudské úsilie o záchranu tisícov ľudí od smrti, ale tiež pokúsiť sa zastaviť Holokaust v priebehu vojny predstavuje jeden z najpozoruhodnejších príkladov Židovskej histórie úplného odhodlania a obete za účelom záchrany Židov. Nesnažil sa zachrániť iba niektorých Židov, ale všetkých. Ctil a bojoval za každý Židovský život a smútil za každou dušou, ktorú nemohol zachrániť. Nadľudské úsilie Rebeho Michoela Ber Weissmandla oddialilo deportácie viac ako 30 000 Židov na Slovensku o dva roky. Zohral vedúcu úlohu pri záchrane tisícov životov v Maďarsku, keď neúnavne pracoval na zverejňovaní „Osvienčimských protokolov“ o nacistických krutostiach a genocíde, aby „prebudil“ medzinárodné spoločenstvo. V konečnom dôsledku to ukončilo deportácie v Maďarsku a ušetrilo desiatky tisíc životov maďarských Židov. Reb Michoel Ber Weissmandel bol absolútne nebojácny. Avšak, jeho nebojácnosť sa nenarodila z odvahy, ale zo strachu ... neba. Každý deň, až do svojej smrti ho ťažil smútok pre milióny, ktorí nemohli byť spasení. 1 „Prosím, seriózne študujte Tóru,“ povedal HaRav Chaim Michoel Dov Weissmandel ZTVK "L svojim študentom, "spomína Rav Spitzer. -
Slave Labor Class I
In Re HOLOCAUST VICTIM ASSETS LITIGATION (Swiss Banks) SPECIAL MASTER’S PROPOSAL, September 11, 2000 SLAVE LABOR CLASS I I. INTRODUCTION Otto Count Lambsdorff, who represented the German government in the recently concluded negotiations that led to the July 17, 2000 establishment of the German Foundation “Remembrance, Responsibility and the Future” (the “German Fund”) and its forthcoming payments to slave and forced laborers, remarked that “there was hardly a German company that did not use slave and forced labor during World War II.”1 The German Bundestag, in its preamble to the statute, clearly acknowledged that “the National Socialist State inflicted severe injustice on slave laborers and forced laborers, through deportation, internment, exploitation which in some cases extended to destruction through labor, and … that German enterprises which participated in the National Socialist injustice bear a historic responsibility and must accept it.”2 The Settlement Agreement, by including Slave Labor Class I, is designed to provide compensation to certain persons who were forced to perform slave labor during the Third Reich. According to the Settlement Agreement, Slave Labor Class I consists of “Victims or Targets of Nazi Persecution who actually or allegedly performed Slave Labor for companies or entities that actually or allegedly deposited the revenues or proceeds of that labor with, or transacted such revenues or proceeds through, Releasees, and their heirs, executors, 1 Cited in testimony of Deputy Treasury Secretary Stuart E. Eizenstat before the House Banking Committee on Holocaust Related Issues, September 14, 1999 at 6, available at http://www.house.gov/banking/914/99see.htm. 2 Preamble to Law on the Creation of a Foundation “Remembrance, Responsibility and Future” (“Gesetz Zur Errichtung Einer Stiftung ‘Errinnerung, Verantwortung und Zukunft’”), July 17, 2000, informal translation prepared by the United States Embassy in Berlin, available at http://www.usembassy.de/dossiers/holocaust. -
Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1
1 Proposed Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1. Foundations of Holocaust Education SS.4.HE.1.1 Compare and contrast Judaism to other major religions observed around the world, and in the United States and Florida. Grade 5 Standard 1: SS.5.HE.1. Foundations of Holocaust Education SS.5.HE.1.1 Define antisemitism as prejudice against or hatred of the Jewish people. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Teachers will provide students with an age-appropriate definition of with the Holocaust. Grades 6-8 Standard 1: SS.68.HE.1. Foundations of Holocaust Education SS.68.HE.1.1 Define the Holocaust as the planned and systematic, state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Students will define antisemitism as prejudice against or hatred of Jewish people. Grades 9-12 Standard 1: SS.HE.912.1. Analyze the origins of antisemitism and its use by the National Socialist German Workers' Party (Nazi) regime. SS.912.HE.1.1 Define the terms Shoah and Holocaust. Students will distinguish how the terms are appropriately applied in different contexts. SS.912.HE.1.2 Explain the origins of antisemitism. Students will recognize that the political, social and economic applications of antisemitism led to the organized pogroms against Jewish people. Students will recognize that The Protocols of the Elders of Zion are a hoax and utilized as propaganda against Jewish people both in Europe and internationally. -
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. -
Trauma and the Making of Israel's Security
University of Wales Aberystwyth Department of International Politics TRAUMA AND THE MAKING OF ISRAEL'S SECURITY This thesis is being submitted in fulfilment of the requirements for the degree of PhD in International Politics By Hannah Starman Sepee'Wf 200 To Andreja with all my love. Acknowledgements I would like to thank first and foremost, my thesis supervisors, Dr. Tim Dunne and Prof. Ken Booth. Tim Dunne has been a constant source of inspiration and support. His thoughtful and competent criticism at various stages of the thesis has been crucial for both the progress and the quality of my research. Tim also read the entire manuscript and made valuable editorial suggestions on several occasions. Despite his numerous other responsibilities that demanded his attention, Prof. Ken Booth has always afforded me his time and advice whenever I needed it, and I thank him for that. The Department of International Politics has granted me the E.H. Carr Award without which I could not have pursued the work on this thesis. The Department has also provided me with an intellectual environment and expertise that welcomed creativity and fostered critical spirit. Numerous discussions with members of the faculty, especially with Dr. Jenny Edkins, Prof. Steve Smith, and Prof. Mike Foley, have helped me refine and focus my ideas. I also wish to thank Prof. William D. Rubinstein from the Department of History for supplying me with articles and references relevant to my research and for spending his lunch hours to enlighten me on various other issues in modern history. My special gratitude and appreciation go to Yael and Rabbi Hillel Simon who never missed an occasion to further my Jewish knowledge and patiently answered my endless questions about Chassidism and Jewish mystical traditions.