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Guides to German Records Microfilmed at Alexandria, Va
GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA. No. 32. Records of the Reich Leader of the SS and Chief of the German Police (Part I) The National Archives National Archives and Records Service General Services Administration Washington: 1961 This finding aid has been prepared by the National Archives as part of its program of facilitating the use of records in its custody. The microfilm described in this guide may be consulted at the National Archives, where it is identified as RG 242, Microfilm Publication T175. To order microfilm, write to the Publications Sales Branch (NEPS), National Archives and Records Service (GSA), Washington, DC 20408. Some of the papers reproduced on the microfilm referred to in this and other guides of the same series may have been of private origin. The fact of their seizure is not believed to divest their original owners of any literary property rights in them. Anyone, therefore, who publishes them in whole or in part without permission of their authors may be held liable for infringement of such literary property rights. Library of Congress Catalog Card No. 58-9982 AMERICA! HISTORICAL ASSOCIATION COMMITTEE fOR THE STUDY OP WAR DOCUMENTS GUIDES TO GERMAN RECOBDS MICROFILMED AT ALEXAM)RIA, VA. No* 32» Records of the Reich Leader of the SS aad Chief of the German Police (HeiehsMhrer SS und Chef der Deutschen Polizei) 1) THE AMERICAN HISTORICAL ASSOCIATION (AHA) COMMITTEE FOR THE STUDY OF WAE DOCUMENTS GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA* This is part of a series of Guides prepared -
Nurses and Midwives in Nazi Germany
Downloaded by [New York University] at 03:18 04 October 2016 Nurses and Midwives in Nazi Germany This book is about the ethics of nursing and midwifery, and how these were abrogated during the Nazi era. Nurses and midwives actively killed their patients, many of whom were disabled children and infants and patients with mental (and other) illnesses or intellectual disabilities. The book gives the facts as well as theoretical perspectives as a lens through which these crimes can be viewed. It also provides a way to teach this history to nursing and midwifery students, and, for the first time, explains the role of one of the world’s most historically prominent midwifery leaders in the Nazi crimes. Downloaded by [New York University] at 03:18 04 October 2016 Susan Benedict is Professor of Nursing, Director of Global Health, and Co- Director of the Campus-Wide Ethics Program at the University of Texas Health Science Center School of Nursing in Houston. Linda Shields is Professor of Nursing—Tropical Health at James Cook Uni- versity, Townsville, Queensland, and Honorary Professor, School of Medi- cine, The University of Queensland. Routledge Studies in Modern European History 1 Facing Fascism 9 The Russian Revolution of 1905 The Conservative Party and the Centenary Perspectives European dictators 1935–1940 Edited by Anthony Heywood and Nick Crowson Jonathan D. Smele 2 French Foreign and Defence 10 Weimar Cities Policy, 1918–1940 The Challenge of Urban The Decline and Fall of a Great Modernity in Germany Power John Bingham Edited by Robert Boyce 11 The Nazi Party and the German 3 Britain and the Problem of Foreign Office International Disarmament Hans-Adolf Jacobsen and Arthur 1919–1934 L. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
State of Florida Resource Manual on Holocaust Education Grades
State of Florida Resource Manual on Holocaust Education Grades 7-8 A Study in Character Education A project of the Commissioner’s Task Force on Holocaust Education Authorization for reproduction is hereby granted to the state system of public education. No authorization is granted for distribution or reproduction outside the state system of public education without prior approval in writing. The views of this document do not necessarily represent those of the Florida Department of Education. 2 Table of Contents Introduction Definition of the Term Holocaust ............................................................ 7 Why Teach about the Holocaust............................................................. 8 The Question of Rationale.............................................................. 8 Florida’s Legislature/DOE Required Instruction.............................. 9 Required Instruction 1003.42, F.S.................................................. 9 Developing a Holocaust Unit .................................................................. 9 Interdisciplinary and Integrated Units ..................................................... 11 Suggested Topic Areas for a Course of Study on the Holocaust............ 11 Suggested Learning Activities ................................................................ 12 Eyewitnesses in Your Classroom ........................................................... 12 Discussion Points/Questions for Survivors ............................................. 13 Commonly Asked Questions by Students -
Zum Selbstverständnis Von Frauen Im Konzentrationslager. Das Lager Ravensbrück
Zum Selbstverständnis von Frauen im Konzentrationslager. Das Lager Ravensbrück. von der Fakultät I Geisteswissenschaften der Technischen Universität Berlin genehmigte Dissertation zur Erlangung des akademischen Grades Doktorin der Philosophie vorgelegt von Silke Schäfer aus Berlin D 83 Berichter: Prof. Dr. Wolfgang Benz Berichterin: Prof. Dr. Johanna Bleker (FUB) Tag der Wissenschaftlichen Aussprache 06. Februar 2002 1 Inhaltsverzeichnis Einleitung 4 1 Problemfelder und Nachkriegsprozesse 11 1.1 Begriffsklärung 11 1.1.1 Sprache 13 1.1.2 Das nationalsozialistische "Frauenbild" 14 1.1.3 Täterinnen 18 1.1.4 Kategorien für Frauen im Konzentrationslager 19 1.1.5 Auswahlkriterien 26 1.2 Strafverfolgung 28 1.2.1 Militärgerichtsverfahren 29 1.2.2 Die Hamburger Ravensbrück-Prozesse 32 1.2.3 Strafverfahren vor deutschen Gerichten 38 1.2.4 Strafverfahren vor anderen Gerichten 40 2 Topographie 42 2.1 Vorgeschichte 42 2.1.1 Moringen 42 2.1.2 Lichtenburg 45 2.2 Das Frauen-KZ Ravensbrück 47 2.2.1 "Alltagsleben" 52 2.2.2 Solidarität 59 2.3 Arbeit 62 2.3.1 Arbeitskommandos 63 2.3.2 Wirtschaftliche Ausbeutung 64 2.3.3 Lagerbordelle und SS-Bordelle 69 2.4 Aufseherinnen 75 2.4.1 Strafen 77 2.5 Lager bei Ravensbrück 80 2.5.1 Männerlager 81 2.5.2 Jugendschutzlager Uckermark 81 3 Die Medizin 86 3.1 Der Blick auf die Mediziner 86 3.1.1 Das Revier 87 3.2 Medizinische Experimente 89 3.2.1 Sulfonamidversuche / Knochen-, 91 Muskel- und Nervenoperation Sulfonamidversuche 93 Knochen-, Muskel- und Nervenoperation 104 Versuche 108 3.3 Sterilisation 110 3.3.1 Geburten und Kinder 115 3.4 Das medizinische Personal 123 3.4.1 NS-Ärztinnen - Lebensskizzen 125 Jantzen geb. -
Study Guide REFUGE
A Guide for Educators to the Film REFUGE: Stories of the Selfhelp Home Prepared by Dr. Elliot Lefkovitz This publication was generously funded by the Selfhelp Foundation. © 2013 Bensinger Global Media. All rights reserved. 1 Table of Contents Acknowledgements p. i Introduction to the study guide pp. ii-v Horst Abraham’s story Introduction-Kristallnacht pp. 1-8 Sought Learning Objectives and Key Questions pp. 8-9 Learning Activities pp. 9-10 Enrichment Activities Focusing on Kristallnacht pp. 11-18 Enrichment Activities Focusing on the Response of the Outside World pp. 18-24 and the Shanghai Ghetto Horst Abraham’s Timeline pp. 24-32 Maps-German and Austrian Refugees in Shanghai p. 32 Marietta Ryba’s Story Introduction-The Kindertransport pp. 33-39 Sought Learning Objectives and Key Questions p. 39 Learning Activities pp. 39-40 Enrichment Activities Focusing on Sir Nicholas Winton, Other Holocaust pp. 41-46 Rescuers and Rescue Efforts During the Holocaust Marietta Ryba’s Timeline pp. 46-49 Maps-Kindertransport travel routes p. 49 2 Hannah Messinger’s Story Introduction-Theresienstadt pp. 50-58 Sought Learning Objectives and Key Questions pp. 58-59 Learning Activities pp. 59-62 Enrichment Activities Focusing on The Holocaust in Czechoslovakia pp. 62-64 Hannah Messinger’s Timeline pp. 65-68 Maps-The Holocaust in Bohemia and Moravia p. 68 Edith Stern’s Story Introduction-Auschwitz pp. 69-77 Sought Learning Objectives and Key Questions p. 77 Learning Activities pp. 78-80 Enrichment Activities Focusing on Theresienstadt pp. 80-83 Enrichment Activities Focusing on Auschwitz pp. 83-86 Edith Stern’s Timeline pp. -
Jewish Genocide in Galicia
Jewish Genocide in Galicia Jewish Genocide in Galicia 2nd Edition With Appendix: Vernichtungslager ‘Bełżec’ Robin O’Neil Published by © Copyright Robin O’Neil 2015 JEWISH GENOCIDE IN GALICIA All rights reserved. The right of Robin O’Nei to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. 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, nor translated into a machine language, without the written permission of the publisher. Condition of sale This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. ISBN Frontispiece: The Rabka 4 + 1 - incorporating the original book cover of Rudolf Reder’s ‘Bełżec’, 1946. 2nd Edition Part 1 2016: The Rabka Four + 1. First published 2011 under the title ‘The Rabka Four’. Contents Academic Excellence In Murder......................................i Dedication....................................................................... ii Lives Remembered .........................................................iv Note on Language...........................................................vi The Hunting Grounds for the Rabka 4 + 1 (zbV) 1941-1944 .........................................................................x -
Auschwitz – Strukturen Und Methoden Des Organisierten Terrors
Auschwitz – Strukturen und Methoden des organisierten Terrors Texte und schematische Darstellungen für den Unterricht Die Textquellen "KZ-Augenzeugenberichte" (und teilweise die oben genannten Folien) waren Basis eines eintägigen Workshops des Verfassers im Mai 1995 mit Schülerinnen und Schülern des Obergymnasiums zum Thema "Auschwitz – Strukturen und Methoden des organisierten Terrors". Der Tag sollte die Abwegigkeit aller "Auschwitzlügen" aufzeigen und Auschwitz in das System des deutschen "Lagerstaates" einordnen, aber zugleich die Besonderheiten und das Unvergleichbare hervorheben. Am Beispiel der deutschen Konzentrationslager sollten die Teilnehmerinnen und Teilnehmer Instrumente des organisierten Terrors in einem totalitären System kennen lernen. Die schematischen Darstellungen sind als Projektionsfolien im Geschichtsunterricht des Verfassers an Maturaklassen der Kantonsschule Reussbühl entwickelt (Ausnahme: "Der Führerstaat") und eingesetzt worden. Sie widerspiegeln den Wissensstand Mitte der 1990er Jahre. Hans-Rudolf Burri, Dr. phil. [email protected] Inhalt • Leben und Sterben im deutschen KZ. Augenzeugenberichte • Kommentar zu den Augenzeugenberichten • Beweise für den Holocaust • Besonderheiten an Auschwitz • Schema: Der Lagerstaat • Schema: Der Führerstaat • Schema: NS-Judenpolitik • Auschwitz: Unterrichtsplanung Leben und Sterben im deutschen KZ Augenzeugenberichte 1. Zonen und Lagerpläne Wir sind durch Stacheldraht voneinander getrennt. Für Stacheldraht besitzen die Deutschen offensichtlich eine ganz besondere Vorliebe. -
Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 8-3-2006 Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination Eryk Emil Tahvonen Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Part of the History Commons Recommended Citation Tahvonen, Eryk Emil, "Perpetrators & Possibilities: Holocaust Diaries, Resistance, and the Crisis of Imagination." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/history_theses/14 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. PERPETRATORS & POSSIBILITIES: HOLOCAUST DIARIES, RESISTANCE, AND THE CRISIS OF IMAGINATION by ERYK EMIL TAHVONEN Under the Direction of Jared Poley ABSTRACT This thesis examines the way genocide leaves marks in the writings of targeted people. It posits not only that these marks exist, but also that they indicate a type of psychological resistance. By focusing on the ways Holocaust diarists depicted Nazi perpetrators, and by concentrating on the ways language was used to distance the victim from the perpetrator, it is possible to see how Jewish diarists were engaged in alternate and subtle, but nevertheless important, forms of resistance to genocide. The thesis suggest this resistance on the part of victims is similar in many ways to well-known distancing mechanisms employed by perpetrators and that this evidence points to a “crisis of imagination” – for victims and perpetrators alike – in which the capability to envision negation and death, and to identify with the “Other” is detrimental to self-preservation. -
Destruction and Human Remains
Destruction and human remains HUMAN REMAINS AND VIOLENCE Destruction and human remains Destruction and Destruction and human remains investigates a crucial question frequently neglected in academic debate in the fields of mass violence and human remains genocide studies: what is done to the bodies of the victims after they are killed? In the context of mass violence, death does not constitute Disposal and concealment in the end of the executors’ work. Their victims’ remains are often treated genocide and mass violence and manipulated in very specific ways, amounting in some cases to true social engineering with often remarkable ingenuity. To address these seldom-documented phenomena, this volume includes chapters based Edited by ÉLISABETH ANSTETT on extensive primary and archival research to explore why, how and by whom these acts have been committed through recent history. and JEAN-MARC DREYFUS The book opens this line of enquiry by investigating the ideological, technical and practical motivations for the varying practices pursued by the perpetrator, examining a diverse range of historical events from throughout the twentieth century and across the globe. These nine original chapters explore this demolition of the body through the use of often systemic, bureaucratic and industrial processes, whether by disposal, concealment, exhibition or complete bodily annihilation, to display the intentions and socio-political frameworks of governments, perpetrators and bystanders. A NST Never before has a single publication brought together the extensive amount of work devoted to the human body on the one hand and to E mass violence on the other, and until now the question of the body in TTand the context of mass violence has remained a largely unexplored area. -
An Organizational Analysis of the Nazi Concentration Camps
Chaos, Coercion, and Organized Resistance; An Organizational Analysis of the Nazi Concentration Camps DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Thomas Vernon Maher Graduate Program in Sociology The Ohio State University 2013 Dissertation Committee: Dr. J. Craig Jenkins, Co-Advisor Dr. Vincent Roscigno, Co-Advisor Dr. Andrew W. Martin Copyright by Thomas V. Maher 2013 Abstract Research on organizations and bureaucracy has focused extensively on issues of efficiency and economic production, but has had surprisingly little to say about power and chaos (see Perrow 1985; Clegg, Courpasson, and Phillips 2006), particularly in regard to decoupling, bureaucracy, or organized resistance. This dissertation adds to our understanding of power and resistance in coercive organizations by conducting an analysis of the Nazi concentration camp system and nineteen concentration camps within it. The concentration camps were highly repressive organizations, but, the fact that they behaved in familiar bureaucratic ways (Bauman 1989; Hilberg 2001) raises several questions; what were the bureaucratic rules and regulations of the camps, and why did they descend into chaos? How did power and coercion vary across camps? Finally, how did varying organizational, cultural and demographic factors link together to enable or deter resistance in the camps? In order address these questions, I draw on data collected from several sources including the Nuremberg trials, published and unpublished prisoner diaries, memoirs, and testimonies, as well as secondary material on the structure of the camp system, individual camp histories, and the resistance organizations within them. My primary sources of data are 249 Holocaust testimonies collected from three archives and content coded based on eight broad categories [arrival, labor, structure, guards, rules, abuse, culture, and resistance]. -
Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit „Verbrechen der Einsatzgruppen - Strafverfolgung vor österreichischen Geschworenengerichten am Beispiel des Prozesses gegen Josef Wendl“ Verfasser Walter Kornfeld angestrebter akademischer Grad Magister der Philosophie (Mag. Phil.) Wien, 30. März 2012 Studienkennzahl lt. A 312 Studienblatt: Studienrichtung lt. Geschichte Studienblatt: Betreuer: Univ. –Doz. Dr. Bertrand Perz INHALTSVERZEICHNIS EINLEITUNG 1 1. DIE NACHKRIEGSJUSTIZ IN ÖSTERREICH 4 1.1. DIE ANFÄNGE - VERBOTSGESETZ UND KRIEGSVERBRECHERGESETZ 4 1.2. DIE VOLKSGERICHTE 9 1.3. JURISTISCHE VERFOLGUNG NACH 1955 – PROZESSE VOR GESCHWORENENGERICHTEN 12 1.4. WIE FUNKTIONIERT EIN GESCHWORENENGERICHT? 16 2. DIE EINSATZGRUPPEN – VON SICHERHEITSPOLIZEILICHEN AUFGABEN HIN ZUM MASSENMORD 17 2.1. ENTWICKLUNG DER EINSATZGRUPPEN - VON ÖSTERREICH ÜBER DAS SUDETENLAND NACH POLEN 17 2.2. AUFSTELLUNG UND VORBEREITUNG DER EINSATZGRUPPEN FÜR DEN EINSATZ IN DER UDSSR 18 2.3. BEFEHLE AN DIE EINSATZGRUPPEN 19 2.4. DER BEGINN DES EINSATZES IN DER UDSSR – GLIEDERUNG UND VORGEHEN DER EINSATZGRUPPEN 21 2.5. MARSCHWEG UND EINSÄTZE DER EINSATZGRUPPE B 26 2.6. MARSCHWEG UND EINSÄTZE DES EINSATZKOMMANDOS 8 28 2.6.1. Der Marschweg des Kommandos 28 2.6.2. Organisation des Kommandos 29 2.6.3. Einsätze des Kommandos bis Ende März 1942 29 3. TÖTUNG DURCH GAS – EXPERIMENTE ZUR „VERBESSERUNG DER TÖTUNGSTECHNIK“ 32 3.1. DIE ENTWICKLUNG DER GASWAGEN 33 3.2. MASSENMORD MIT GASWAGEN IM VERNICHTUNGSLAGER CHELMNO 37 4. TATORTE 39 4.1. MALY TROSTINEZ 39 4.2. MOGILEW 42 5. DIE MOTIVATION DER TÄTER – EIN ERKLÄRUNGSVERSUCH 44 6. EXKURS: ZUM BEFEHLSNOTSTAND 49 7. JURISTISCHE VERFOLGUNG VON NS-STRAFTATEN IN DER BUNDESREPUBLIK DEUTSCHLAND 52 7.1. STRAFVERFOLGUNG DER EINSATZGRUPPEN IN DER BRD 54 7.2.