Professor JáNos Mikló
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Arrow Cross Women and Female Informants Andrea Petö
Arrow Cross Women and Female Informants Andrea Petö To cite this version: Andrea Petö. Arrow Cross Women and Female Informants. Baltic Worlds, 2009, pp.49-52. hal- 03226368 HAL Id: hal-03226368 https://hal.archives-ouvertes.fr/hal-03226368 Submitted on 22 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 48 essay feature interview reviews 49 “The Arrow Cross did not bother with cal climate hardened due to the Cold War, new legisla- of the role of law. Women were encouraged to study women. Women were not partners for tion was introduced in order to regulate the function law because they were seen as reliable. They began to them. During the interrogations, I did not of people’s tribunals more strictly. Act VII of 1946 was graduate from the university and receive important meet a single Arrow Cross woman. And you followed by Act XXXIV of 1947, which regulated the positions in the newly transformed state apparatus. are saying this only now [that 10 percent of proceedings.1 Arrow Cross party members were women]. Critics of the work of the People’s Tribunals in Hun- ARROW CROSS Why didn’t you tell me this thirty-five years gary have used both legal and political arguments to WOMEN ActIVISTS ago, when I could have swooped down on define the tribunals’ shortcomings.2 The legal critique According to membership records, estimated 15,000 them?” focuses on these courts’ failure to function in a “legal” women were members of the Arrow Cross Party in manner. -
The Development and Character of the Nazi Political Machine, 1928-1930, and the Isdap Electoral Breakthrough
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 The evelopmeD nt and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough. Thomas Wiles Arafe Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Arafe, Thomas Wiles Jr, "The eD velopment and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough." (1976). LSU Historical Dissertations and Theses. 2909. https://digitalcommons.lsu.edu/gradschool_disstheses/2909 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. « The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing pega(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
1 Introduction
1Introduction In 2003 Iheld apubliclecture in Budapest on the history of the Arrow Cross women’smovement.Atthe end of the lecture an elderlygrey-haired man ap- proached me with aquestion: “Have youheard about PiroskaDely?”“Of course – Ianswered self-assuredly –,the literatureonthe people’stribunals mention her name. She was the bloodthirsty Arrow Cross woman who was executed after her people’stribunal trial.” My colleagues in Hungary never exhibited much enthusiasm when Itold them about my research on women in the Arrow Cross Party.¹ Still, everyone knew Dely’sname, because every volume on post-Second World Warjusticelisted the namesofthosefemalewar crimi- nals, among them Piroska Dely, who weresentenced to death and executed.² The elderlyman with impeccable silverhair nodded and said: “Imet her.” This is how Imet agroup of the Csengery Street massacre’ssurvivors who for decades fought for adignified remembrance of the bloodyevents. János Kun’s sentencegaveanentirelynew dimension to my research, which led to my Hun- garian AcademyofSciences doctoral dissertation and to the writing of this book. Ithank them for helping in my researchand Idedicate this book to them. During the Second World WarHungary was Germany’sloyal foreign ally. From 1938 four Anti-Jewish Laws were put in effect,that is laws that limited the employment,marriage, and property rights of JewishHungarian citizens. On April 11, 1941Hungary’sarmed forces participated in the German invasion of Yugoslavia with the aim of returning territories lost at the end of the First World War. Forthese territorial gains Hungary paid ahugeprice: the Hungarian economywas sacrificed to Germany’swar goals. In the meantime, Hungarian propaganda machinery emphasized the Hungarian government’sindependence and its nationalcommitment,but the country’sterritorial demands and geopol- itical realities tied Hungary to Nazi Germany,while Germanyincreasinglyexpect- ed commitment and support from its allies. -
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 -
Jewish Survival in Budapest, March 1944 – February 1945
DECISIONS AMID CHAOS: JEWISH SURVIVAL IN BUDAPEST, MARCH 1944 – FEBRUARY 1945 Allison Somogyi A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History. Chapel Hill 2014 Approved by: Christopher Browning Chad Bryant Konrad Jarausch © 2014 Allison Somogyi ALL RIGHTS RESERVED ii ABSTRACT Allison Somogyi: Decisions amid Chaos: Jewish Survival in Budapest, March 1944 – February 1945 (Under the direction of Chad Bryant) “The Jews of Budapest are completely apathetic and do virtually nothing to save themselves,” Raoul Wallenberg stated bluntly in a dispatch written in July 1944. This simply was not the case. In fact, Jewish survival in World War II Budapest is a story of agency. A combination of knowledge, flexibility, and leverage, facilitated by the chaotic violence that characterized Budapest under Nazi occupation, helped to create an atmosphere in which survival tactics were common and widespread. This unique opportunity for agency helps to explain why approximately 58 percent of Budapest’s 200,000 Jews survived the war while the total survival rate for Hungarian Jews was only 26 percent. Although unique, the experience of Jews within Budapest’s city limits is not atypical and suggests that, when fortuitous circumstances provided opportunities for resistance, European Jews made informed decisions and employed everyday survival tactics that often made the difference between life and death. iii ACKNOWLEDGEMENTS I would like to thank everybody who helped me and supported me while writing and researching this thesis. First and foremost I must acknowledge the immense support, guidance, advice, and feedback given to me by my advisor, Dr. -
Open Final Thesis Draft__Jacob Green.Pdf
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF HISTORY Resurgent Antisemitism: The Threat of Viktor Orban and His Political Arsenal JACOB GREEN SPRING 2021 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in History and Spanish with honors in History Reviewed and approved* by the following: Tobias Brinkmann Malvin and Lea Bank Associate Professor of Jewish Studies and History Thesis Supervisor Cathleen Cahill Associate Professor of History Honors Advisor * Electronic approvals are on file. i ABSTRACT This thesis will analyze the role and prevalence of antisemitism in Hungary across various time periods to better understand the populist foundation of the modern crisis. Prime Minister Viktor Orban and his Fidesz government rely on antisemitic tropes to maintain political power and realize their authoritarian vision for the nation. By investigating Hungarian history from World War I through the communist era, this thesis will develop a historical framework to better understand recent events and why they are so troubling. Next, the modern context will be examined to uncover Orban’s tactical use of antisemitism and historical revisionism. Orban’s tactics leave minority communities in Hungary, especially the nation’s large Jewish community, vulnerable to nationalist outbursts and undermine democracy. ii TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................... iii LIST OF TABLES ...................................................................................................... -
THE IDEOLOGY of ILLIBERALISM in the PROFESSIONS: LEFTIST and RIGHTIST RADICALISM AMONG HUNGARIAN DOCTORS, LAWYERS, and ENGINEERS, 1918-45 M'ria M
• THE IDEOLOGY OF ILLIBERALISM IN THE PROFESSIONS: LEFTIST AND RIGHTIST RADICALISM AMONG HUNGARIAN DOCTORS, LAWYERS, AND ENGINEERS, 1918-45 M'ria M. Kovacs In the period between the two world wars, Hungary's professions were transformed from a politically liberal and professionally oriented elite into an illiberal pressure group attracted to radical politics. This metamorphosis of the professions contradicted the expectations of many analysts of modernization from Emile Durkheim to Talcott Parsons and T.H. Marshall who viewed the professions as the most secure element of Western liberal culture. In Parson's view in particular, the professions constituted the strongest allies of the modern liberal state: they were immune to both the anti-modernistic cultural despair and the political conservatism of more traditional elites.1 . The professional elites of Eastern and Central Europe defied this kind of sociological optimism. They increasingly turned from being allies of the liberal state into the partners of illiberal movements and governments. Already in the 1930s, this transformat;ion gave birth to a new, more pessimistic school of thought on the professions. Despite their very different political persuasions, advocates of this pessimistic view, such as Friedrich Hayek or Michael Polanyi, anticipated the closing of open society by technocrats and painted a picture of a new despotism led by what Bertrand Russell called the "oligarchies of opinion."2 Educated elites were no longer portrayed as . symbols of liberalism or stability, let alone democracy, but rather as a new threat to freedom and political democracy. Interwar developments in Central and Eastern Europe gave ~ more justification to the pessimists than to optimists such as Parsons. -
Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): a Case Study of Three Female Party Members Pető, Andrea
www.ssoar.info Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members Pető, Andrea Preprint / Preprint Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Pető, A. (2014). Gendered Exclusions and Inclusions in Hungary's Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members. Hungarian Studies Review, 41(1-2), 107-130. https://nbn-resolving.org/ urn:nbn:de:0168-ssoar-72972-5 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0/deed.de Hungarian Studies Review, Vol. XLI, Nos, 1-2 (2014) Gendered Exclusions and Inclusions in Hungary’s Right-Radical Arrow Cross Party (1939-1945): A Case Study of Three Female Party Members Andrea Peto World War IIis not exactly known as a time when many women broke through the glass ceiling to become visible in public life.1 In interwar Hungary political citizenship was determined by growing restrictions on women’s suffrage. These restrictions were opposed by social democrats and communists, but also by the increasingly powerful far right.2 In this paper I look at four women on the far right who managed to break through the glass ceiling. In doing so, I seek to determine how they represented the far right’s image of women.3 How was political citizenship defined by the far right and how did the individual women involved in politics fit this definition? Who were the women on the extreme right and what can we learn from their life stories? These questions are poignant if our aim is to analyze female mobilization on the far right in terms of women’s agency. -
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 -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
Robert O. Paxton-The Anatomy of Fascism -Knopf
Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page b also by robert o. paxton French Peasant Fascism Europe in the Twentieth Century Vichy France: Old Guard and New Order, 1940–1944 Parades and Politics at Vichy Vichy France and the Jews (with Michael R. Marrus) Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page i THE ANATOMY OF FASCISM Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page ii Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page iii THE ANATOMY OF FASCISM ROBERT O. PAXTON Alfred A. Knopf New York 2004 Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page iv this is a borzoi book published by alfred a. knopf Copyright © 2004 by Robert O. Paxton All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Alfred A. Knopf, a division of Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. Distributed by Random House, Inc., New York. www.aaknopf.com Knopf, Borzoi Books, and the colophon are registered trademarks of Random House, Inc. isbn: 1-4000-4094-9 lc: 2004100489 Manufactured in the United States of America First Edition Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page v To Sarah Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page vi Paxt_1400040949_8p_all_r1.qxd 1/30/04 4:38 PM Page vii contents Preface xi chapter 1 Introduction 3 The Invention of Fascism 3 Images of Fascism 9 Strategies 15 Where Do We Go from Here? 20 chapter 2 Creating Fascist Movements 24 The Immediate Background 28 Intellectual, Cultural, and Emotional -
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.