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Mr. Booth World History 10 Introduction
World War II Mr. Booth World History 10 Introduction: • Most devastating war in human history • 55 million dead • 1 trillion dollars • Began in 1939 as strictly a European Conflict, ended in 1945. • Widened to include most of the world Great Depression Leads Towards Fascism • In 1929, the U.S. Stock Market crashed and sent shockwaves throughout the world. • Many democracies, including the U.S., Britain, and France, remained strong despite the economic crisis caused by the G.D. • Millions lost faith in government • As a result, a few countries turned towards an extreme government called fascism. 1.Germany Adolf Hitler, 2.Spain Francisco Franco 3. Soviet Union Joseph Stalin 4. Italy Benito Mussolini Fascism • Fascism: A political movement that promotes an extreme form of nationalism, a denial of individual rights, and a dictatorial one-party rule. • Emphasizes 1) loyalty to the state, and 2) obedience to its leader. • Fascists promised to revive the economy, punish those responsible for hard times, and restore national pride. The Rise of Benito Mussolini • Fascism’s rise in Italy due to: • Disappointment over failure to win land at the 1919 Treaty of Versailles. • Italy wanted a leader who could take action Mussolini Background • Was a newspaper editor and politician • Said he would rebuild the economy, the armed forces, and give Italy a strong leadership. • Mussolini was able to come to power by – publicly criticizing Italy’s government – Followers (black shirts) attacked communists and socialists on the streets. • In October 1922 • 30,000 followers marched to Rome and demanded that King Victor Emmanuel III put Mussolini in charge Il Duce Fist Pump 3 Decisions he made for complete control • Mussolini was Il Duce, or the leader. -
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
M1928 1945–1950
M1928 RECORDS OF THE GERMAN EXTERNAL ASSETS BRANCH OF THE U.S. ALLIED COMMISSION FOR AUSTRIA (USACA) SECTION, 1945–1950 Matthew Olsen prepared the Introduction and arranged these records for microfilming. National Archives and Records Administration Washington, DC 2003 INTRODUCTION On the 132 rolls of this microfilm publication, M1928, are reproduced reports on businesses with German affiliations and information on the organization and operations of the German External Assets Branch of the United States Element, Allied Commission for Austria (USACA) Section, 1945–1950. These records are part of the Records of United States Occupation Headquarters, World War II, Record Group (RG) 260. Background The U.S. Allied Commission for Austria (USACA) Section was responsible for civil affairs and military government administration in the American section (U.S. Zone) of occupied Austria, including the U.S. sector of Vienna. USACA Section constituted the U.S. Element of the Allied Commission for Austria. The four-power occupation administration was established by a U.S., British, French, and Soviet agreement signed July 4, 1945. It was organized concurrently with the establishment of Headquarters, United States Forces Austria (HQ USFA) on July 5, 1945, as a component of the U.S. Forces, European Theater (USFET). The single position of USFA Commanding General and U.S. High Commissioner for Austria was held by Gen. Mark Clark from July 5, 1945, to May 16, 1947, and by Lt. Gen. Geoffrey Keyes from May 17, 1947, to September 19, 1950. USACA Section was abolished following transfer of the U.S. occupation government from military to civilian authority. -
Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G
O'Rourke Observer Spring Edition 2020-2021 5 New Ways to Stay Healthy in the Spring By: Ava G. Spring is a new season full of opportunities! As the snow slowly disappears, green grass appears! A new chance arises to get outside and get moving! Here are a few ways to stay healthy this spring. 1. As the weather gets warmer you can take a bike ride around your neighborhood or your house. Regular cycling has many benefits like increased cardiovascular fitness, increased flexibility and muscle strength, joint mobility improvement, stress level decline, posture and coordination improvement, strengthened bones, body fat level decline, disease management or prevention, and finally anxiety and depression reduction. 2. Go for a run. You can run around your house or your neighborhood. There are many health benefits to regular running (or jogging!) Some are improved muscle and bone strength, increased cardiovascular fitness, and it helps to preserve a healthy weight. 3. Go for a hike. Hiking is a great way to enjoy the outdoors and have a great workout at the same time! Hiking can reduce your risk of heart disease, enhance your blood sugar levels and your blood pressure, and it can boost your mood. Here are some great day hikes near Saratoga! You can hike Hadley Mountain, Spruce Mountain, the John Boyd Thacher State Park, Prospect Mountain, Buck Mountain, Shelving Rock Falls & Summit, Cat Mountain, Sleeping Beauty, Thomas Mountain, and Crane Mountain. I have hiked Cat Mountain before, and I loved it! When you reach the summit it has a great view of the ENTIRE Lake George. -
Ascent of Evil -The Story of Mein Kampf Study Guide
ASCENT OF EVIL THE STORY OF MEIN KAMPF STUDY GUIDE To order this and other programs call: (888) 570-5400; (310) 839-1500 www.epfmedia.com © 2017 EPF Media All Rights Reserved ASCENT OF EVIL: THE STORY OF MEIN KAMPF – STUDY GUIDE Ascent of Evil: The Story of Mein Kampf is the story of the autobiographical manifesto written by Nazi Party leader Adolf Hitler while imprisoned following his 1923 failed coup attempt in Munich. In Mein Kampf , Hitler outlined his political ideology and goals for Germany. Today, Mein Kampf is still available in libraries, on the Internet, at universities and even at bookstores worldwide. Yet much of the history of this 720-page, two-volume screed is now forgotten. Using historical footage, photographs and interviews with scholars, Ascent of Evil plunges deep into the infamous blueprint for evil’s dark secrets and reveals how this book came to be written and its impact on world. Hitler’s Early Life Adolf Hitler was born in Austria in 1889 to Klara and Alois Hitler. His father died in 1903, and his mother in 1907. After his mother’s death Hitler moved to Vienna, hoping to pursue a career as a painter, but he twice failed the entrance exam to the Vienna Academy of Fine Arts. He spent the next six years struggling to make a living through watercolor painting and other odd jobs, sometimes homeless or living in hostels. In 1913, Hitler moved to Munich, Germany, in order to avoid being drafted into the Austrian army. However, when World War I began in 1914, he enlisted in the Germany army, where he served throughout the war, receiving a number of awards for bravery. -
Distance Learning Wider Curriculum
Year 6 Distance Learning Wider Curriculum 1 Adolf Hitler • Occupation: Chancellor of Germany • Born: April 20, 1889 in Braunau am Inn, Austria-Hungary • Died: April 30 1945 in Berlin, Germany • Best known for: Starting World War II and the Holocaust Biography: Adolf Hitler was the leader of Germany from 1933 to 1945. He was leader of the Nazi party and became a powerful dictator. Hitler started World War II by invading Poland and then invading many other European countries. He is also known for wanting to exterminate the Jewish people in the Holocaust. Adolf Hitler from the US Holocaust Museum Where did Hitler grow up? Adolf was born on April 20, 1889 in a city named Braunau am Inn in the country of Austria. His family moved around some, living a short while in Germany and then back to Austria. Hitler did not have a happy childhood. Both his parents died fairly young and many of his brothers and sisters died as well. Adolf did not do well in school. He was expelled from a couple of schools before he moved to Vienna, Austria to pursue his dream of becoming an artist. While living in Vienna, Hitler found that he did not have much artistic talent and he soon became very poor. He would later move to Munich, Germany in hopes of becoming an architect. Soldier in World War I When World War I began, Hitler joined the German army. Adolf was awarded twice with the Iron Cross for bravery. It was during World War I that Hitler became a strong German patriot and also came to love war. -
Verzeichnis Der Autorinnen Und Autoren Österreichische Zeitschrift Für Kunst Und Denkmalpflege 1947-2021
VERZEICHNIS DER AUTORINNEN UND AUTOREN ÖSTERREICHISCHE ZEITSCHRIFT FÜR KUNST UND DENKMALPFLEGE 1947-2021 Buchbesprechungen sind durch Kursivschrift gekennzeichnet Absenger Wolfgang/Tangl Eva ▪ Grazer Uhrturm. Restaurierung und Bauforschung 2010/LXIV/3 Achleitner Friedrich ▪ Gibt es einen mitteleuropäischen Heimatstil? (oder: Entwurf einer peripheren Architekturlandschaft) 1989/XLIII/165 ▪ Erben und Erhalten 2007/LXI/120 Adam Peter /Pötschner Angelina ▪ Ein „peintre-architecte“ in Diensten der Grafen Harrach. Ein wiederentdecktes Werk des Tiroler Barockkünstlers Johann Gfall in der Pfarrkirche von Parndorf 2014/LXVIII/174 Adam Peter/Koller Manfred/Fritze Richard ▪ Die Dreifaltigkeitskapelle von Leithaprodersdorf und die Problematik von Fachgutachten für die Denkmalerhaltung 2020/LXXIV/131 Adler Horst ▪ Herbert Mitscha-Märheim zum 70. Geburtstag 1971/XXV/99 van Agt J. J. F. W . ▪ Niederländische Taufbrunnen des 15., 16. und frühen 17. Jahrhunderts 1949/III/49 Ahrend Josef/Krauss Egon ▪ Die Renaissanceorgel auf Schloß Churburg in Südtirol 1974/XXVIII/54 Aichinger-Rosenberger Peter ▪ Johann Josef Böker, Architektur der Gotik/Gothic Architecture 2006/LX/481 Aichinger-Rosenberger Peter/Woldron Ronald ▪ Die Pfarrkirche von Zellerndorf – Ergebnisse einer Bauforschung 2001/LV/31 Aichinger-Rosenberger Peter/Woldron Ronald ▪ Die mittelalterliche Baugeschichte der Pfarrkirche „St. Peter am Moos“ in Muthmannsdorf 2002/LVI/212 Aldrian Trude ▪ Zur Wiederherstellung der bemalten Wandbespannungen in Schloß Frondsberg in Steiermark 1949/III/38 Althöfer Heinz ▪ Zur Dokumentation in der Gemälderestaurierung 1963/XVII/81 Ammerer Gerhard ▪ Bauwerke im Salzburger Raurisertal als Zeugen einer "Goldenen Vergangenheit" 1983/XXXVII/31 1 Andraschek-Holzer Ralph ▪ Zur wissenschaftlichen Nutzung topographischer Ansichten 2002/LVI/336 ▪ Kartausen in Bildzyklen des 20. Jahrhunderts: Eine „Phänomenologie“ der Ansichtenfolge 2011/LXV/141 Angermann Kirsten ▪ Erforschen – Vermitteln – Erhalten. -
The Young Hitler I Knew -- August Kubizek
This material originally appeared at http://www.faem.com/books/ JR The Young Hitler I Knew -- August Kubizek Introduction -- H.R. Trevor-Roper Editor note: Roper was a jew reporter with close ties to British Intelligence. He came on the scene with his ridiculous claims about the "gas chambers" and "ovens" at Dachau. Thereafter, the British government stated that Dachau was not a "death camp" and no such facilities existed there. All the the so-called "extermination camps" curiously ended up in Soviet held territory. That should tell you something. This book deals with the darkest, perhaps the most formative, and therefore, in some sense, the most interesting period of Hitler's life. His public life is now fully-indeed oppressively-documented; his mature character, in its repellent fixity, is now fully known. But his crucial early years, the years between leaving school and joining the Bavarian army are, in the language of one of his biographers [Thomas Orr, Das War Hitler -- Revue, Munich, 1952, No. 42], "impenetrable." And yet those are the years in which that grim character, that unparalleled will power, that relentless systematic mind was formed. Any light on those undocumented years is welcome. The light shed by this book is more than that: it penetrates and reveals the character of the young Hitler as no other book has done. But before showing this let us examine the meagre framework of fact into which it is fitted. Hitler left school at Steyr in September 1905, and went to live with his widowed mother in Linz. He was then aged sixteen. -
Misconceptions
Misconceptions (from Illinois Holocaust Museum & Education Center) Norwegian non-Jews wore paper clips to express solidarity with Norwegian Jewry When the Germans occupied Norway in June 1940, between 1700 and 1800 Jews lived there – most of them in Oslo and all but 200 of them Norwegian citizens. Acceding to German demands, the collaborationist government immediately implemented anti-Jewish legislation. In November 1942, in response to further demands, the government rounded up more than 700 Jews, who were subsequently deported to Auschwitz where most were killed. Although the Norwegian resistance managed to smuggle the remaining Jews to neutral Sweden, the wearing of paper clips had nothing to do with demonstrating support for these efforts or solidarity with Norwegian Jewry. Rather, it represented one of many non-violent expressions of Norwegian nationalism and loyalty to King Haakon VII. These included listening secretly to foreign news broadcasts, printing and distributing underground newspapers and wearing pins fashioned from coins with the king’s head brightly polished, from various “flowers of loyalty,” from the symbol “H7” (for Haakon VII), and – for a time, after the latter were outlawed – from paper clips (also occasionally worn as bracelets). Why paper clips? Presumably – although some dispute this – because they were invented by a Norwegian named Johan Vaaler in 1899. Although, ironically, he had to patent the device in Germany because Norway had no patent law at the time. Vaaler did nothing more with his invention and, in subsequent years, paper clips would be manufactured and mass-marketed by firms in the United States and Great Britain (most notably, the Gem Company of Great Britain – originators of the familiar “double- U” slide-on clips, which the Norwegians may very well have worn.) The Germans used crushed Jewish bones to pave the Autobahn The Germans crushed Jewish bones in two specific contexts only. -
Gutachten Stadtgemeinde Bericht Braunau Am
Oberösterreichischer L Landesrechnungshof Gutachten Stadtgemeinde Braunau am Inn Bericht LRH-210012/10-2008-BI Auskünfte Oberösterreichischer Landesrechnungshof A-4020 Linz, Promenade 31 Telefon: #43(0)732/7720-11426 Fax: #43(0)732/7720-214089 E-mail: [email protected] Impressum Herausgeber: Oberösterreichischer Landesrechnungshof A-4020 Linz, Promenade 31 Redaktion und Grafik: Oberösterreichischer Landesrechnungshof Herausgegeben: Linz, im Juli 2008 Stadtgemeinde Braunau am Inn Inhaltsverzeichnis Kurzfassung______________________________________________________________1 Strukturelle_Entwicklung___________________________________________________4 Organisation_____________________________________________________________4 Personalstand_ _________________________________________________________________ 4 Personalausgaben ______________________________________________________________ 5 Konzeptionelle_Grundlagen_einer_ziel-_und_wirkungsorientierten_Verwaltung____________ 5 Stadtamt_(Kernverwaltung)_______________________________________________________ 6 Sicherheitswache_ ______________________________________________________________ 7 Organisations-_und_Qualitätsanalyse_______________________________________________ 8 Führungsarbeit _________________________________________________________________ 8 Strategie und Planung ___________________________________________________________ 8 Personalmanagement ___________________________________________________________ 9 Externe Partnerschaften und Ressourcen ___________________________________________ -
Der Adolf-Hitler-Code
Ralf G. Jahn Progenies Band 6 Der Adolf-Hitler-Code Hitlers größte Verunsicherung Bibliografische Information der Deutschen Nationalbibliothek: Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen National- bibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d- nb.de/ abrufbar. Dieses Werk sowie alle darin enthaltenen einzelnen Beiträge und Abbildungen sind urheberrechtlich geschützt. Jede Verwertung, die nicht ausdrücklich vom Urheberrechtsschutz zugelassen ist, bedarf der vorherigen Zustimmung des Verla- ges. Das gilt insbesondere für Vervielfältigungen, Bearbeitungen, Übersetzungen, Mikroverfilmungen, Auswertungen durch Datenbanken und für die Einspeicherung und Verarbeitung in elektronische Systeme. Alle Rechte, auch die des auszugsweisen Nachdrucks, der fotomechanischen Wiedergabe (einschließlich Mikrokopie) sowie der Auswertung durch Datenbanken oder ähnliche Einrichtungen, vorbehalten. Impressum: Copyright © 2016 GRIN Verlag, Open Publishing GmbH ISBN: 9783668349445 Dieses Buch bei GRIN: http://www.grin.com/de/e-book/343571/der-adolf-hitler-code Ralf G. Jahn Progenies Band 6 Der Adolf-Hitler-Code Hitlers größte Verunsicherung GRIN Verlag GRIN - Your knowledge has value Der GRIN Verlag publiziert seit 1998 wissenschaftliche Arbeiten von Studenten, Hochschullehrern und anderen Akademikern als eBook und gedrucktes Buch. Die Verlagswebsite www.grin.com ist die ideale Plattform zur Veröffentlichung von Hausarbeiten, Abschlussarbeiten, wissenschaftlichen Aufsätzen, Dissertationen und Fachbüchern. Besuchen Sie uns im Internet: http://www.grin.com/ http://www.facebook.com/grincom http://www.twitter.com/grin_com |S e i t e n a n f a n g 1 Der Adolf-Hitler-Code Hitlers größte Verunsicherung von Dr. Ralf G. Jahn M.A. Wissenschaftlicher Berater und Protagonist von pre-tv bei der Fernsehdokumentation „Hitler – mein Großvater?“ Geldern 2016 2 Inhaltsverzeichnis VORWORT ....................................................................................................................................................... -
How Can We Teach About the Holocaust to Seven to Ten Year Olds?
Butler University Digital Commons @ Butler University Undergraduate Honors Thesis Collection Undergraduate Scholarship 2016 How Can We Teach About the Holocaust to Seven to Ten Year Olds? Eleanor Hersh Butler University, [email protected] Follow this and additional works at: https://digitalcommons.butler.edu/ugtheses Part of the Curriculum and Instruction Commons, and the Elementary Education and Teaching Commons Recommended Citation Hersh, Eleanor, "How Can We Teach About the Holocaust to Seven to Ten Year Olds?" (2016). Undergraduate Honors Thesis Collection. 331. https://digitalcommons.butler.edu/ugtheses/331 This Thesis is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Undergraduate Honors Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. How Can We Teach About the Holocaust to Seven to Ten Year Olds? By: Ellie Hersh Introduction Determining what is the appropriate age to teach school children about the Holocaust, or to be taught about other difficult historical events, is a decision that has been debated among many. Some academics believe it is appropriate to start teaching the topic to students as young as Kindergarten, while others believe that it is more appropriate to wait until students are in high school. I believe that there are lessons that can be taken from the Holocaust—acceptance, understanding and appreciating differences, and helping others—which are more than appropriate to start teaching in a Kindergarten classroom. However, I do not believe that teaching the details of the Holocaust is appropriate.