In the Honor Court of the Central Committee of Polish Jews

Total Page:16

File Type:pdf, Size:1020Kb

In the Honor Court of the Central Committee of Polish Jews chapter 21 The Politics of Retribution in Postwar Warsaw: In the Honor Court of the Central Committee of Polish Jews Gabriel N. Finder The question of the guilt and accountability of Jews who in one way or another collaborated with the Germans has created heartache enough in all circles of the Jewish community.—Shaye Shechatov, former judge in the Honor Court of the Central Committee of Polish Jews1 Fresh from their conquest of Poland, the German occupation authorities ordered Adam Czerniaków to present a list of twenty-four candidates for the Warsaw Jewish Council (Judenrat), which was to replace the prewar denomi- national Commune Council. Czerniaków had been a member of the Commune Council’s board since 1937 and had been appointed its president by the mayor of Warsaw, Stefan Starzyński, on 22 September 1939, after the board’s head, Maurycy Mayzel, had left Poland in the first days of the war. The occupation authorities accepted Czerniaków’s list on 13 October, 1939. It included promi- nent and well-respected members of the Jewish community, complemented by representatives of various political viewpoints. Officially established in the General Government (Generalgouvernement) by decree of the governor– general, Hans Frank, on 28 November 1939, the function of Jewish councils (Judenräte), which represented local Jewish communities in their relations with the occupation authorities, was to execute German orders and direc- tives. Despite their veneer of independence, the Jewish councils worked under extreme pressure, distress, and threats of violence both to their members and their communities.2 The prevailing opinion in the Warsaw Ghetto of the Judenrat and its chair- man, Czerniaków, was negative. The Judenrat’s onerous and unfair tax policy, 1 Shaye Shechatov, Yorn fun kamf un gerangl (Ramat Gan: Lior, 1973), 72. The chapter in which this citation appears is called “Kolaboratsye bay yidn” (Collaboration of Jews) and was first published separately in the Mexican Jewish periodical Faroys (1 September 1955): 8–12. 2 Isaiah Trunk, Judenrat: The Jewish Councils in Eastern Europe under Nazi Occupation (Lincoln, NB: University of Nebraska Press, 1996 [orig. 1972]). © koninklijke brill nv, leiden, ���5 | doi ��.��63/9789004�9�8��_0�3 540 Finder of which the poor bore the brunt, its conscription of overwhelmingly poor residents into forced labor contingents, and its tolerance of corruption within the ranks of the Jewish Order Service (Służba Porządkowa), the Jewish police force in the ghetto, which operated under its auspices, all elicited antipathy in the ghetto. The disdain of the ghetto’s inhabitants was magnified by inflated and unrealistic expectations of the Judenrat’s ability to improve the lot of Warsaw’s Jews when, in fact, its freedom of action was severely restricted by the Germans. The Ghetto residents’ unfavorable encounters with the Judenrat’s officials and personnel only served to further tarnish its reputation. For his part, Czerniaków evoked contempt for his emotional distance from the Jewish masses, his appointment of the assimilated and rich to posts in the Judenrat, and his perceived conciliatory approach to the Germans. His suicide on the second day of the great deportation from the Warsaw Ghetto, on 23 July 1942, which signified his refusal to comply with German orders to cooperate in the deportation of his fellow Jews to their certain deaths, softened the opinions of some, but certainly not all, of his detractors.3 The Germans ordered the Judenrat to establish the Order Service when they decided to create a ghetto in Warsaw. The superintendent of the Jewish police force was Józef Szeryński (Szynkman), who before the war had been a colonel in the Polish police. He was a Jew who had converted to Catholicism and had no ties to the Jewish community. According to historian Barbara Engelking, “Szeryński was an effective and experienced civil servant; however, he could not resist the temptation of what on the surface seemed like power.”4 The pri- mary duties of the Order Service were to maintain order in the ghetto and pro- vide auxiliary units of the German police. Initial reactions in the ghetto to the Jewish police formation, which comprised roughly 2,500 men in July 1942, were favorable. But, with the passage of time, its reputation deteriorated as a result of its Mafia-like methods (for example, providing protection to businesses for bribes and expelling residents from their apartments during so-called disin- fection procedures unless they purchased disinfection certificates), its heavy- handed use of force, and its perceived hostility to the community. Perceptions 3 Ibid., 261; Barbara Engelking and Jacek Leociak, The Warsaw Ghetto: Guide to the Perished City, trans. Emma Harris (New Haven and London: Yale University Press, 2009), 153–59, 160–61, 164–65; Samuel D. Kassow, Who Will Write Our History? Emanuel Ringelblum, the Warsaw Ghetto, and the Oyneg Shabes Archive (Bloomington and Indianapolis: Indiana University Press, 2007), 94–95, 111; Yitzhak Zuckerman (“Antek”), A Surplus of Memory: Chronicle of the Warsaw Ghetto Uprising, trans. and ed. Barbara Harshav (Berkeley and Los Angeles: University of California Press, 1993), 194–96. 4 Engelking and Leociak, The Warsaw Ghetto, 190..
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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).
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Atrocity Film Abstract Keywords Full Text
    HOME ABOUT LOGIN CURRENT ISSUE PAST ISSUES ANNOUNCEMENTS BOARD OPEN APPARATUS BOOKS Home > No 12 (2021) > Schmidt Atrocity Film Fabian Schmidt, Alexander Oliver Zöller Abstract What if the SS as the main Nazi organisation responsible for the Holocaust produced a secret !lm about the persecution and murder of the European Jews during World War 2? The essay discusses the possible production of a documentary !lm about the genocide, made by the perpetrators. In doing so, it challenges a set of assumptions that is commonly put into action against such an endeavour. By examining the various activities of private and o"cial photographers and cameramen in the context of the deportation and extermination of the European Jews and by drawing on contemporary sources which hint to such a – now lost – !lm project, the essay examines the available evidence and investigates comparable footage, arguing that the gaze of the perpetrators has long been part of our collective visual memory of the Holocaust. Keywords Holocaust, visual propaganda, documentary !lm, !lm archives, concentration camps, ghettos, Reichs!lmarchiv, Budd Schulberg Full Text: HTMLHTMLHTML DOI: http://dx.doi.org/10.17892/app.2021.00012.223http://dx.doi.org/10.17892/app.2021.00012.223http://dx.doi.org/10.17892/app.2021.00012.223 HTML http://dx.doi.org/10.17892/app.2021.00012.223 Apparatus. ISSN 2365-7758 Atrocity Film author: Fabian Schmidt and Alexander Oliver Zöller ​ ​ date: 2021 ​ issue: 12 ​ toc: yes ​ abstract: What if the SS as the main Nazi organisation responsible for the Holocaust ​ produced a secret film about the persecution and murder of the European Jews during World War 2? The essay discusses the possible production of a documentary film about the genocide, made by the perpetrators.
    [Show full text]
  • 1. Finding Aid (Polish)
    Rada Żydowska Drohobycz (Sygn. 258) Judenrat in Drohobycz Kolekcja dokumentów z gett i obozów Europy Środkowo-Wschodniej, 1939-1944. Judenraty RG-15.629 United States Holocaust Memorial Museum Archives 100 Raoul Wallenberg Place SW Washington, DC 20024-2126 Tel. (202) 479-9717 e-mail: [email protected] Descriptive summary Title: Rada Żydowska Drohobycz (Sygn. 258) Judenrat in Drohobycz Kolekcja dokumentów z gett i obozów Europy Środkowo-Wschodniej, 1939-1944. Judenraty Dates: 1941 December 11 (creation) Accession number: 2018.309.1 Creator: Rada Żydowska Drohobycz Extent: 2 digital images: PDF; 2.19 MB Repository: United States Holocaust Memorial Museum Archives, 100 Raoul Wallenberg Place SW, Washington, DC 20024-2126 Languages: Polish Scope and content of collection Records of the Judenrat in Drohobycz, Poland (currently Drohobych, Ukraine). Consists of a private letter from S. Friedmann to "Rózyczka" (a last name is unknown). Administrative Information Restrictions on access: No restrictions on access. Restrictions on reproduction and use: Publication or copying of more than several documents for a third party requires the permission of the Żydowski Instytut Historyczny imienia Emanuela Ringelbluma. Preferred citation: Preferred citation for USHMM archival collections; consult the USHMM website for guidance. Acquisition information: Source of acquisition is the Żydowski Instytut Historyczny im. Emanuela Ringelbluma Poland, Sygn. 258. The United States Holocaust Memorial Museum Archives received the filmed collection via the United
    [Show full text]
  • Vocabulary of the Holocaust
    VOCABULARY OF THE HOLOCAUST Antisemitism - Prejudice towards, or discrimination against, Jews. Antisemitism was not new to Nazi Germany or Europe; feelings of hatred and distrust of Jews had existed there for centuries. (“Antisemitism” can also be written with a hyphen, as “anti-semitism,” but the growing consensus is to write it without a hyphen.) Aryan - “Aryan” was used originally to identify peoples speaking the languages of Europe and India. The Nazis changed it to mean “superior race,” described as white, tall, athletic, with blond hair and blue eyes. Auschwitz - Usually refers to Auschwitz-Birkenau, the largest Nazi concentration camp, located 37 miles west of Cracow, Poland. Established in 1940, it became a huge camp complex that included a killing center and slave labor camps. Bar Mitzvah - Jewish religious ceremony held on a boy’s thirteenth birthday marking his passage into manhood. Bystander - One who is present at an event or who knows about its occurrence and chooses to ignore it. That is, he or she neither participates in, nor responds to it. Collaborator - In the context of war, one who cooperates with the enemy who is occupying his/her country and/or persecuting his/her people. Concentration camps - Nazi system for imprisoning those consider “enemies of the state.” Many different groups and individuals were imprisoned in concentration camps: religious opponents, resisters, homosexuals, Jehovah’s Witnesses, Roma and Sinti (Gypsies), Poles, and Jews. Concentration camps were further subdivided into labor camps and death camps. Before the end of World War II, several thousand of these concentration camps were operating throughout Europe, in all countries conquered by the German army, especially Poland, Austria and Germany.
    [Show full text]
  • Guide to the Sources on the Holocaust in Occupied Poland
    Alina Skibińska Guide to the Sources on the Holocaust in Occupied Poland (Translated, revised and updated edition of the original Polish Źródła do badań nad zagładą Żydów na okupowanych ziemiach polskich by Alina Skibińska, Warsaw, 2007) With the cooperation of: Co-authors: Giles Bennett, Marta Janczewska, Dariusz Libionka, Witold Mędykowski, Jacek Andrzej Młynarczyk, Jakub Petelewicz, Monika Polit Translator: Jessica Taylor-Kucia Editorial board: Giles Bennett, Michał Czajka, Dieter Pohl, Pascal Trees, Veerle Vanden Daelen European Holocaust Research Infrastructure (EHRI) 2014 2 Table of contents List of abbreviations 5 Preface 11 I Archives and Institutions 15 1. Archives managed by the Naczelna Dyrekcja Archiwów Polskich (Head Office of the State Archives) 17 2. The Emanuel Ringelblum Jewish Historical Institute 57 3. Instytut Pamięci Narodowej – Komisja Ścigania Zbrodni przeciwko Narodowi Polskiemu (Institute of National Remembrance – Commission for the Prosecution of Crimes against the Polish Nation) 73 4. The Archives of Memorial Museums 89 5. Other museums, libraries, institutions and organizations in Poland, private collections, and Church files 107 6. The Polish Institute and Sikorski Museum, and the Polish Underground Movement Study Trust in London; the Hoover Institution, Stanford University, California, USA 119 7. The United States Holocaust Memorial Museum, Washington D.C., USA 133 8. Archives and institutions in Israel (Witold Mędykowski) 145 9. Sources for Research into the Extermination of the Jews in Poland in German Archives (Jacek Andrzej Młynarczyk, updated by Giles Bennett) 177 II. Sources 191 1. German administrative authorities and police 191 2. Judenrat files 203 3. The Underground Archive of the Warsaw Ghetto (ARG), the Ringelblum Archive (Ring.
    [Show full text]
  • Women and the Holocaust: Courage and Compassion
    Women and the Holocaust: Courage and Compassion STUDY GUIDE Produced by the Holocaust and the United Nations Outreach Programme in partnership with the USC Shoah Foundation Institute for Visual History and Education and Yad Vashem, The Holocaust Martyrs’ and Heroes’ Remembrance Authority asdf United Nations “JEWISH WOMEN PERFORMED TRULY HEROIC DEEDS DURING THE HOLOCAUST. They faced unthinkable peril and upheaval — traditions upended, spouses sent to the death camps, they themselves torn from their roles as caregivers and pushed into the workforce, there to be humiliated and abused. In the face of danger and atrocity, they bravely joined the resistance, smuggled food into the ghettos and made wrenching sacrifices to keep their children alive. Their courage and compassion continue to inspire us to this day”. BAN KI-MOON, UNITED NATIONS SECRETARY-GENERAL 27 January 2011 Women and the Holocaust: Courage and Compassion Women and the Holocaust: Courage and Compassion STUDY GUIDE 1 ACKNOWLEDGMENTS Thanks to the following individuals who contributed to this project: Na’ama Shik, Yehudit Inbar, Dorit Novak, Stephen D. Smith, Ita Gordon, Irena Steinfeldt, Jonathan Clapsaddle, Liz Elsby, Sheryl Ochayon, Yael G. Weinstock, Inbal Eshed, Olga Yatskevitch, Melanie Prud’homme, Amanda Kennedy Zolan, Allan Markman, Matias Delfino and Ziad Al-Kadri. Editor: Kimberly Mann © United Nations, 2011 Historical photos provided courtesy of Yad Vashem, The Holocaust Martyrs’ and Heroes’ Remembrance Authority, all rights reserved. For additional educational resources, please see www.yadvashem.org. Images and testimony of participating survivors provided courtesy of the USC Shoah Foun- dation Institute for Visual History and Education, all rights reserved. For more information on the Shoah Foundation Institute, please visit www.usc.edu/vhi.
    [Show full text]