Changing Perspectives of Jewish Workers in the Holocaust
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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. -
Germans As Victims Remembering the Past in Contemporary Germany 1St Edition Ebook
GERMANS AS VICTIMS REMEMBERING THE PAST IN CONTEMPORARY GERMANY 1ST EDITION PDF, EPUB, EBOOK Bill Niven | 9781403990433 | | | | | Germans as Victims Remembering the Past in Contemporary Germany 1st edition PDF Book Canadian soldiers display a Nazi flag removed from a building in Xanten, Germany as the Second World War was coming to an end in Help Learn to edit Community portal Recent changes Upload file. Retrieved 10 December Germans at Fort Bliss and all over the world remembered fallen soldiers and victims of war, tyranny, oppression and terrorism during the German National Day of Mourning, or Volkstrauertag. In , German news magazine Der Spiegel reported that German historian Miriam Gebhardt "believes that members of the US military raped as many as , German women by the time West Germany regained sovereignty in , with most of the assaults taking place in the months immediately following the US invasion of Nazi Germany. How had the shadow of Hitler been overcome? To remember those who were lost, here are some quotes about the Holocaust, from victims, survivors and observers of the horrors. Books by Bill Niven. He spent several years in concentration camps during the Holocaust. She basically said, 'I'm not here to give tips to the Japanese and others. Canada - Alberta , Manitoba , and Nova Scotia. Longden mentions that some rapes were carried out by soldiers either suffering from post traumatic stress or drunk, but that these were not considered as serious as the less common premeditated crimes. New York: Farrar, Straus and Giroux, In Berlin, there are countless physical reminders such as words engraved in cobblestones that mark the arrests of Jews or where families lived before they were pushed out by the Third Reich. -
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. -
'However Sick a Joke…': on Comedy, the Representation
10 ‘However sick a joke…’: on comedy, the representation of suffering, Rainer Werner Fassbinder’s Melodrama and Volker Koepp’s Melancholy Stephanie Bird Primo Levi invokes the notion of a joke when he first arrives in Auschwitz. The prisoners, who have had nothing to drink for four days, are put into a room with a tap and a card that forbids drinking the water because it is dirty: ‘Nonsense. It seems obvious that the card is a joke, “they” know that we are dying of thirst and they put us in a room, and there is a tap, and Wassertrinken Verboten’.1 In Levi’s example, the relationship of mocked and mocker is clear, as is the moral evaluation that condemns those that would ridicule and taunt the prisoners. Yet in Imre Kertész’s novel Fateless, the moral clarity offered by Levi is obscured is absent from Kertész’s reference to the notion of a joke. In it, the 14 year-old boy, György Köves, describes how the procedure he and his fellow passengers must undergo from arrival in Birkenau to either the gas chambers or showers elicits in him a ‘sense of certain jokes, a kind of student prank’.2 Despite feeling increasingly queasy, for he is aware of the outcome of the procedure, György nevertheless has the impression of a stunt: gentlemen in imposing suits, smoking cigars who must have come up with a string of ideas, first of the gas, then of the bathhouse, next the soap, the flower beds, ‘and so on’ (Fateless, 111), jumping up and slapping palms when they conjured up a good one. -
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. -
Roma and Sinti Under-Studied Victims of Nazism
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings W A S H I N G T O N , D. C. Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2002 The assertions, opinions, and conclusions in this occasional paper are those of the authors. They do not necessarily reflect those of the United States Holocaust Memorial Council or of the United States Holocaust Memorial Museum. Third printing, July 2004 Copyright © 2002 by Ian Hancock, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Michael Zimmermann, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Guenter Lewy, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Mark Biondich, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Denis Peschanski, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Viorel Achim, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by David M. Crowe, assigned to the United States Holocaust Memorial Museum Contents Foreword .....................................................................................................................................i Paul A. Shapiro and Robert M. Ehrenreich Romani Americans (“Gypsies”).......................................................................................................1 Ian -
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. -
A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1991 A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel Maurice E. Kaufman Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Kaufman, Maurice E., "A Comparative Investigation of Survivor Guilt Among Vietnam Veteran Medical Personnel" (1991). Dissertations. 3177. https://ecommons.luc.edu/luc_diss/3177 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1991 Maurice E. Kaufman I\ L-U.M.Pl\RAliVE lNVESTlGATIUN OF SURVlVUH GUILT AM.UNG VIETNAM VEfEHAN MEDICAL PERSONNEL by .Maur·lce E. Kautrw:ln A Vls1:;er· tn ti on 0u bmi t ted to the faculty of the Gt adua te ;ic hcml nf Edu cat; ton o.t Loyola lJni ver-s l Ly of Lhi cago J.n Par·tlal Fulf:lil1oe11t ot the RequirP.ruents •• tor toe IJPp;n:>e oJ IJoctrw o1 Educa.ticm May l 9'J l ACKNOWLEDGMENTS I would like to thank Dr. Manuel Silverman tor giving me the opportunity and independence to pursue various ideas, and for valuable discussions throughout my graduate studies. I am obliged to recognize Dr. Ronald Morgan and Dr. Terry Williams for their useful discussions along with their contributions to this project, without which it would not have been completed. -
Knowledge Organiser: Year 9 Nazi Germany and the Holocaust Nazi Germany and the Holocaust
Knowledge Organiser: Year 9 Nazi Germany and the Holocaust Key information Key information Key events 1919- The Treaty of Versailles Imprisonment 1925- Hitler writes Mein -At the end of WW1 the allies impose a harsh peace treaty on the -Increasing number of Jews sent to prison camps called concentration Kampf outlining his racist & Germans. They lose land, money and must take the blame for starting camps. Conditions in the camps are terrible, many die. anti-Jewish ideas. the war. -As the Nazis conquer new land they begin to form prisons inside 1933- Hitler becomes -Adolf Hitler, the leader of the Nazi party blames enemies inside captured cities such as Warsaw. chancellor of Germany. Germany for losing the war. -Huge areas of a city or bricked off and turned into a prison that Jews 1933-First concentration -This group included Jews, Gypsies, Homosexuals, and Communists etc. from across occupied territory can be sent to. camps established to -He wanted to make Germany great by removing those he thought of as imprison enemies of the impure leaving only pure German people left. The Warsaw Ghetto: Nazis + others. -Pure Germans= Aryan or Ubermenschen -Ghettos had to set up a ‘Judenrat’, a Jewish council that would be 1935-Nuremburg laws are -Impure= Untermenschen responsible for enforcing German orders. The largest ghetto was in passed. -After taking power in 1933 the Nazis began changing words into Warsaw. It was completed in Nov 1940. The ghetto had 3 metres high 1938- Kristallnacht, German actions. wall with barbed wire. March 1941 – 445,000 inhabitants – a third of Jews + their business/homes Persecution the city’s etc attacked. -
Jewish Survivors of the Holocaust Residing in the United States
Jewish Survivors of the Holocaust Residing in the United States Estimates & Projections: 2010 - 2030 Ron Miller, Ph. D. Associate Director Berman Institute-North American Jewish Data Bank Pearl Beck, Ph.D. Director, Evaluation Ukeles Associates, Inc. Berna Torr, Ph.D. Assistant Professor, Sociology California State University-Fullerton October 23, 2009 CONTENTS AND TABLES Introduction ………………………………………………………………………………………….….3 Definitions Data Sources Interview Numbers: NJPS and New York US Nazi Survivor Estimates 2010-2030: Total Number of Survivors and Gender………………6 Table 1: Estimates of Holocaust Survivors, United States, 2001-2030, Total Number of Survivors, by Gender……………………………………………………....7 US Nazi Survivor Estimates 2010-2030: Total Number of Survivors and Age Patterns..………9 Table 2: Estimates of Holocaust Survivors, United States, 2001-2030, Total Number of Survivors, by Age………………………………………………………….10 Poverty: US Nazi Survivors: 2010-2030…………………………….………………………....……11 Table 3: Estimates of Holocaust Survivors, United States, 2001-2030, Number of Survivors Below Poverty Thresholds ………………………………………….12 Disability: US Nazi Survivors: 2010-2030…………………………….……………………….....….13 Table 4: Estimates of Holocaust Survivors, United States, 2001-2030, Number of Survivors with a Disabling Health Condition ………………………………….14 Severe Disability………………….………………………………………………...…....……15 Table 5: Estimates of Holocaust Survivors, United States, 2001-2030, Number and Percentage of Disabled Survivors Who May Be Severely Disabled ….....17 Disability and Poverty: -
History of the Holocaust
HISTORY OF THE HOLOCAUST: AN OVERVIEW On January 20, 1942, an extraordinary 90-minute meeting took place in a lakeside villa in the wealthy Wannsee district of Berlin. Fifteen high-ranking Nazi party and German government leaders gathered to coordinate logistics for carrying out “the final solution of the Jewish question.”Chairing the meeting was SS Lieutenant General Reinhard Heydrich, head of the powerful Reich Security Main Office, a central police agency that included the Secret State Police (the Gestapo). Heydrich convened the meeting on the basis of a memorandum he had received six months earlier from Adolf Hitler’s deputy, Hermann Göring, confirming his authorization to implement the “Final Solution.” The “Final Solution” was the Nazi regime’s code name for the deliberate, planned mass murder of all European Jews. During the Wannsee meeting German government officials discussed “extermi- nation” without hesitation or qualm. Heydrich calculated that 11 million European Jews from more than 20 countries would be killed under this heinous plan. During the months before the Wannsee Conference, special units made up of SS, the elite guard of the Nazi state, and police personnel, known as Einsatzgruppen, slaughtered Jews in mass shootings on the territory of the Soviet Union that the Germans had occupied. Six weeks before the Wannsee meeting, the Nazis began to murder Jews at Chelmno, an agricultural estate located in that part of Poland annexed to Germany.Here SS and police personnel used sealed vans into which they pumped carbon monoxide gas to suffocate their victims.The Wannsee meeting served to sanction, coordinate, and expand the implementation of the “Final Solution” as state policy.