CHAPTER 3 Fraternization and the Uncensored Occupation
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" Triumph of the Will": a Limit Case for Effective-Historical Consciousness?
DOCUMENT RESUME ED 355 611 CS 508 146 AUTHOR Schwartzman, Roy TITLE "Triumph of the Will": A Limit Case for Effective-Historical Consciousness? PUB DATE Jan 93 NOTE 27p.; Paper presented at the Annual Florida State University Conference on Literature and Film (18th, Tallahassee, FL, January 1993). PUB TYPE Speeches/Conference Papers (150) Reports Evaluative /Feasibility (142) Guid'ts Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MFOI/PCO2 Plus Postage. DESCRIPTORS *Audience Awareness; *Critical Viewing; Documentaries; Film Criticism; *Film Study; Foreign Countries; Higher Education; *Mass Media Role; *Mass Media Use; Media Research; Nazism; *Persuasive Discourse; Propaganda IDENTIFIERS Film Genres; Film History; Film Viewing; Gadamer (Hans Georg); Germany; *Triumph of the Will ABSTRACT A film presented as factual may permit critical responses that question its purported factual objectivity and political neutrality. In class, Hans-Georg Gadamer's concept 3f effective-historical consciousness can be used to evaluate the allegedly propagandistic messages in Leni Riefenstahl's "Triumph of the Will." Analysis of this 1934 film reveals how it reinforced racial doctrines propagated by the Nazis and by scientists who sympathized with these racial views. Somewhat paradoxically, Riefenstahl's film may be considered a harbinger of twogenres in film whose essences seem contradictory: documentary and propaganda. "Triumph of the Will" contains no narration whatsoever after brief introductory remarks. Nat verbalized, these remarks are printedon successive screens in short phrases. This lack of narration reduces the critical distance between viewer and event. The opening scene features Adolf Hitler emerging from a plane to grace Nuremberg with his presence, and to rescue and transform Germany. -
And Other Targeted Minorities in the Third Reich Week 2 Unit Learning Ou
WEEK 2 Prewar Persecution of “Enemies of the State” and Other Targeted Minorities in the Third Reich Prepared by Tony Joel and Mathew Turner Week 2 Unit Learning Outcomes ULO 1. evaluate in a reflective and critical manner the consequences of racism and prejudice ULO 3. synthesise core historiographical debates on how and why the Holocaust occurred Introduction This learning module is divided into a series of seven mostly short sections all of which are linked by the common theme of German victim groups who were ostracised and persecuted by their own government when living under Nazism. We start this week by examining the Nazi concept of supposed “Aryan” superiority and the creation of a national socialist “people’s community” or what the Nazis termed their ideal Volksgemeinschaft. Section 2 explores theories of Nazi “racial hygiene” and eugenics, which provided a pseudoscientific framework for Nazi racial theories including the identification of “undesirables” (Jews and others) who were classified as not belonging to the Volksgemeinschaft. Section 3 (the lengthiest this week) investigates the persecution of Jews living in the Third Reich, particularly in the prewar period 1933-39 but also up to 1941. Section 4 considers how German Jews responded to this persecution, both “officially” and privately. Section 5 outlines the Nazi system of concentration camps, used to intimidate and imprison political opponents and other individuals considered to be “enemies of the state.” The section reinforces the important point that, although they were included among the targets, Jews were by no means the main priority during the prewar period. Section 6 looks at the Nazi program of forced sterilisation introduced as early as July 1933, which provided Nazi doctors with the legal means to carry out the sterilisation of individuals who, according to racial “science,” threatened the purity of the “Aryan race.” Sterilisation victims included Germans with hereditary illnesses, mental illnesses, or perceived physical and intellectual disabilities. -
Interpreting Race and Difference in the Operas of Richard Strauss By
Interpreting Race and Difference in the Operas of Richard Strauss by Patricia Josette Prokert A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Music: Musicology) in the University of Michigan 2020 Doctoral Committee: Professor Jane F. Fulcher, Co-Chair Professor Jason D. Geary, Co-Chair, University of Maryland School of Music Professor Charles H. Garrett Professor Patricia Hall Assistant Professor Kira Thurman Patricia Josette Prokert [email protected] ORCID iD: 0000-0002-4891-5459 © Patricia Josette Prokert 2020 Dedication For my family, three down and done. ii Acknowledgements I would like to thank my family― my mother, Dev Jeet Kaur Moss, my aunt, Josette Collins, my sister, Lura Feeney, and the kiddos, Aria, Kendrick, Elijah, and Wyatt―for their unwavering support and encouragement throughout my educational journey. Without their love and assistance, I would not have come so far. I am equally indebted to my husband, Martin Prokert, for his emotional and technical support, advice, and his invaluable help with translations. I would also like to thank my doctorial committee, especially Drs. Jane Fulcher and Jason Geary, for their guidance throughout this project. Beyond my committee, I have received guidance and support from many of my colleagues at the University of Michigan School of Music, Theater, and Dance. Without assistance from Sarah Suhadolnik, Elizabeth Scruggs, and Joy Johnson, I would not be here to complete this dissertation. In the course of completing this degree and finishing this dissertation, I have benefitted from the advice and valuable perspective of several colleagues including Sarah Suhadolnik, Anne Heminger, Meredith Juergens, and Andrew Kohler. -
Essays on Holocaust and Genocide Editor: Colin Tatz
Genocide Perspectives IV Essays on Holocaust and Genocide Editor: Colin Tatz The Australian Institute for Holocaust & Genocide Studies UTSePress 2012 2 National Library of Australia Cataloguing-in-Publication entry Tatz, Colin Genocide perspectives IV : essays on holocaust and genocide/Colin Tatz. ISBN: 9780987236975 Genocide. Antisemitism. Holocaust, Jewish (1939-1945) 304.663 3 ACKNOWLEDGMENTS This volume owes much to Sandra Tatz. It was Sandra who initiated the collection, contacted the contributors, arranged the peer reviews, helped organise the framework, proofed the contents, and designed the layout of this volume. My thanks to Gabrielle Gardiner and Cornelia Cronje at the University of Technology Sydney for this e-book and Agata Mrva-Montoya and Susan Murray-Smith from Sydney University Press for hard copies. Thanks to Konrad Kwiet, Graeme Ward, Winton Higgins, and Rowan Savage for their assistance and to Torunn Higgins for her cover design. Three of the essays are modified, extended and updated versions of articles that have appeared elsewhere, as indicated in their contributions here. We acknowledge Oxford University Press as the publishers of the Michael Dudley and Fran Gale essay; Patterns of Prejudice (UK) for the Ruth Balint paper; and Interstitio (Republic of Moldova) for Shannon Woodcock's essay. Cover design: Torunn Higgins The essays in this volume are refereed. Copyright rests with the individual authors © 2012. 4 CONTENTS Colin Tatz The Magnitude of Genocide 5 Rowan Savage ‘With Scorn and Bias’: Genocidal 21 Dehumanisation -
Visiting Exhibit Puts Nazi Racial Theories Under Microscope
Tulane University Visiting exhibit puts Nazi racial theories under microscope July 19, 2012 9:45 AM Arthur Nead [email protected] The Tulane University School of Medicine is partnering with The National World War II Museum to bring “Deadly Medicine: Creating the Master Race,” an exhibition on loan from the United States Holocaust Memorial Museum in Washington, D.C., to New Orleans. Students at the Berlin School for the Blind examine racial head models circa 1935. Students were taught Gregor Mendel's principles of inheritance and the purported application of those laws to human heredity and principles of race. During the Third Reich, Germans born deaf or blind, like those born with mental illnesses or disabilities, were urged to submit to compulsory sterilization as a civic duty. (Blinden-Museum an der Johann-August-Zeune-Schule fur Blinde, Berlin) The exhibition, which examines the alliance between physicians, scientists and the Nazis that led to the murder of millions, opens July 25 and remains on display through October 15. The exhibition traces history from the early 20th-century international eugenics movement to the development of the Nazi regime's “science of race.” It challenges viewers to reflect on the present- day interest in genetic manipulation that promotes the possibility of human perfection. “These issues and how they influenced fields like bioethics are topics of import,” says Dr. Benjamin P. Sachs, dean of the medical school. “We hope both our medical community and the general public will walk away from 'Deadly Medicine' with a better understanding that respect for all human beings has to be the essence of the medical profession. -
Racial Ideology Between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43
Marquette University e-Publications@Marquette History Faculty Research and Publications History, Department of 7-1-2020 Racial Ideology between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43 Peter Staudenmaier Follow this and additional works at: https://epublications.marquette.edu/hist_fac Part of the History Commons Marquette University e-Publications@Marquette History Faculty Research and Publications/College of Arts and Sciences This paper is NOT THE PUBLISHED VERSION. Access the published version via the link in the citation below. Journal of Contemporary History, Vol. 55, No. 3 (July 1, 2020): 473-491. DOI. This article is © SAGE Publications and permission has been granted for this version to appear in e-Publications@Marquette. SAGE Publications does not grant permission for this article to be further copied/distributed or hosted elsewhere without express permission from SAGE Publications. Racial Ideology between Fascist Italy and Nazi Germany: Julius Evola and the Aryan Myth, 1933–43 Peter Staudenmaier Marquette University, Milwaukee, WI Abstract One of the troublesome factors in the Rome–Berlin Axis before and during the Second World War centered on disagreements over racial ideology and corresponding antisemitic policies. A common image sees Fascist Italy as a reluctant partner on racial matters, largely dominated by its more powerful Nazi ally. This article offers a contrasting assessment, tracing the efforts by Italian theorist Julius Evola to cultivate a closer rapport between Italian and German variants of racism as part of a campaign by committed antisemites to strengthen the bonds uniting the fascist and Nazi cause. Evola's spiritual form of racism, based on a distinctive interpretation of the Aryan myth, generated considerable controversy among fascist and Nazi officials alike. -
Kansas Army National Guard Leader's Handbook
Kansas Army National Guard Leader’s Handbook Office of the Inspector General Kansas National Guard 9 October 2012 PREFACE “The day Soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you can help them or concluded that you do not care. Either case is a failure of leadership.” -Colin Powell This handbook can be used as an effective and informative tool to assist leaders concerning day- to-day Soldier issues. When using this handbook, keep in mind that it does not supersede or replace any Army or State regulation. Leaders should know that this guide is not designed to be an “off-the-shelf,” one- size-fits-all,” cookbook. Rather, it is a starting point and all of these potential actions encompassed in the guide are fact driven. Each situation is unique and specific facts will determine the right process or procedure to follow in that situation. The most important factor in resolving any issue is the Leader’s judgment. No matter what the contemplated action is, the Leader must eye-ball a situation and decide what is the right thing to do, then bring all of his/her maturity, experience, and background into play. As of the publication date, the information in this handbook is current. However, regulations are subject to change. Before taking any final action, Leaders must refer to the appropriate regulation. The Inspector General Staff 2 Table of Contents SECTION I Leadership References 6 Purpose 6 Scope 6 What is a leader? 6 What is an Army leader? 6 What makes an Army leader? 6 Character & Integrity above all 6 Things Leaders Must do 7 Things Leaders must NOT do 7 Things that get Leaders into Trouble 8 Leadership vs. -
Nordic Race - Wikipedia, the Free Encyclopedia
Nordic race - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Nordic_race From Wikipedia, the free encyclopedia The Nordic race is one of the putative sub-races into which some late 19th- to mid 20th-century anthropologists divided the Caucasian race. People of the Nordic type were described as having light-colored (typically blond) hair, light-colored (typically blue) eyes, fair skin and tall stature, and they were empirically considered to predominate in the countries of Central and Northern Europe. Nordicism, also "Nordic theory," is an ideology of racial supremacy that claims that a Nordic race, within the greater Caucasian race, constituted a master race.[1][2] This ideology was popular in the late 19th and early 20th centuries in some Central and Northern European countries as well as in North America, and it achieved some further degree of mainstream acceptance throughout Germany via Nazism. Meyers Blitz-Lexikon (Leipzig, 1932) shows famous German war hero (Karl von Müller) as an example of the Nordic type. 1 Background ideas 1.1 Attitudes in ancient Europe 1.2 Renaissance 1.3 Enlightenment 1.4 19th century racial thought 1.5 Aryanism 2 Defining characteristics 2.1 20th century 2.2 Coon (1939) 2.3 Depigmentation theory 3 Nordicism 3.1 In the USA 3.2 Nordicist thought in Germany 3.2.1 Nazi Nordicism 3.3 Nordicist thought in Italy 3.3.1 Fascist Nordicism 3.4 Post-Nazi re-evaluation and decline of Nordicism 3.5 Early criticism: depigmentation theory 3.6 Lundman (1977) 3.7 Forensic anthropology 3.8 21st century 3.9 Genetic reality 4 See also 5 Notes 6 Further reading 7 External links Attitudes in ancient Europe 1 of 18 6/18/2013 7:33 PM Nordic race - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Nordic_race Most ancient writers were from the Southern European civilisations, and generally took the view that people living in the north of their lands were barbarians. -
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. -
Downloaded From
The Nuremberg Military Tribunals and the origins of International Criminal Law Heller, K.J. Citation Heller, K. J. (2011, June 16). The Nuremberg Military Tribunals and the origins of International Criminal Law. Retrieved from https://hdl.handle.net/1887/17757 Version: Not Applicable (or Unknown) Licence agreement concerning inclusion of doctoral thesis in the License: Institutional Repository of the University of Leiden Downloaded from: https://hdl.handle.net/1887/17757 Note: To cite this publication please use the final published version (if applicable). CHAPTER 3: The Evolution of the Trial Program INTRODUCTION As noted in the previous chapter, although Taylor‟s initial forecast called for at least 36 trials involving at least 266 defendants, the OCC ultimately managed to hold only 12 trials involving 185 defendants. This chapter explains that dramatic reduction. Section 1 focuses on the OCC‟s early planning, describing how the OCC determined which of the nearly 100,000 war-crimes suspects detained pursuant to JCS 1023/10 were eligible to be prosecuted in the zonal trials and examining the general principles the OCC used to group those potential defendants into particular cases. Section 2 then traces the gradual evolution of the OCC‟s actual trial program, explaining how the OCC selected the twelve trials and explaining why, for various reasons, it decided to abandon a number of other cases. I. PRINCIPLES OF SELECTION A. Early Planning The OCC – then still known as the SPD – began to determine who would be tried in the zonal trials -
Teaching the Holocaust Years 6-9
SYDNEY JEWISH MUSEUM TEACHING THE HOLOCAUST SOPHIE GELSKI WITH ASSISTANCE FROM TAMI WASSNER YEARS 6-9 “Teaching the Holocaust” was made possible by a Community Development Grant from the Community Relations Commission and the generous donation of the Stoljar family, in memory of Samuel Stoljar, a distinguished legal scholar and Emeritus Professor of Law at the Australian National University. Published by the Sydney Jewish Museum, Sydney Australia. All rights reserved. Design & layout by ignition brands First Edition August 2003 SYDNEY JEWISH MUSEUM TEACHING THE HOLOCAUST SOPHIE GELSKI WITH ASSISTANCE FROM TAMI WASSNER YEARS 6-9 TEACHING THE HOLOCAUST CONTENTS SUBJECT CHART KEY ENGLISH = E GEOGRAPHY = G HISTORY = H HUMAN SOCIETY & ITS ENVIRONMENT = HSIE RELIGIOUS EDUCATION = RE PREPARATION SUBJECT NUMBER OF LESSONS ACTIONS BACKGROUND NOTES 01 CHRONOLOGY 02 UNIT 1: CHILDREN OF INNOCENCE 03 E/G/H/HSIE 5 ✓✓ UNIT 2: THE VOICES OF CHILDREN 15 E/HSIE/RE 1 ✓✓ UNIT 3: CHILDREN IN HIDING 19 E/HSIE/RE 5 ✓✓ UNIT 4: HEROES 30 E/G/HSIE/RE 1 ✓✓ WHAT CAN YOU DO? 33 ALL GLOSSARY 34 ACKNOWLEDGMENTS 35 ABOUT THE AUTHOR 35 FEEDBACK FORM 36 APPENDIX: STUDENT WORKSHEETS & HANDOUT MATERIALS 38 ∞ TEACHING THE HOLOCAUST CHILDREN IN WAR — THE HOLOCAUST From 1933 to 1945, the Nazi regime categorised people BACKGROUND NOTES within Germany and its conquered territories. Guidelines were established to determine each individual’s position in Nazi society. Using ‘race science’, Hitler justified his belief in the superiority of the ‘Aryan’ race. In Nazi Germany, school children were taught to measure TEACHING THE HOLOCAUST their heads, noses, ears and so on, in order to authenti- TO CHILDREN cate the concept of the master race. -
Conceptualizing the Tensions Evoked by Gender Integration in the Military
Special Issue: Women in the Military Armed Forces & Society 2017, Vol. 43(2) 202-220 ª The Author(s) 2016 Conceptualizing the Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0095327X16670692 Tensions Evoked by journals.sagepub.com/home/afs Gender Integration in the Military: The South African Case Lindy Heinecken1 Editor’s Note: This is the first of nine articles of the Armed Forces & Society Special Issue on Women in the Military appearing in Volume 43, Issue 2. Abstract The South African military has adopted an assertive affirmative action campaign to ensure that women are represented across all ranks and branches. This has brought about new tensions in terms of gender integration, related to issues of equal opportunities and meritocracy as well as the accommodation of gender difference and alternative values. The argument is made that the management of gender integration from a gender-neutral perspective cannot bring about gender equality, as it obliges women to conform to and assimilate masculine traits. This affects women’s ability to function as equals, especially where feminine traits are not valued, where militarized masculinities are privileged and where women are othered in ways that contribute to their subordination. Under such conditions, it is exceedingly difficult for women to bring about a more androgynous military culture espoused by gender mainstreaming initiatives and necessary for the type of missions military personnel are engaged in today. Keywords gender integration, equal opportunities, meritocracy, masculinity, femininity, military culture, gender mainstreaming 1 University of Steilenbosch, Stellenbosch, South Africa Corresponding Author: Lindy Heinecken, University of Steilenbosch, Private Bag X1, Matieland, Stellenbosch 7602, South Africa.