...During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1.5 million children may have fell victim to the Nazi party. Although children were not a main target of the Nazi's violence, they did fall subject to persecution along with their parents. Jewish children were first exposed to persecution in school. Many of their friends who were not Jewish began not socializing with them and even began to treat them in prejudice ways. This was soon followed with the announcement that, "German Jewish children were prohibited from attending German schools (www.mtsu.edu/.baustin/children.html). The life of children had quickly become as torn apart as their parents. However, there were more efforts to help the children escape the grips of the Nazi rule. Before 1939, several thousand children were able to escape in "Kindertransports to the Netherlands, Great Britain, Palestine, and the United States (www.mtsu.edu/.baustin/children.html). Those who were not able to escape were placed in ghettos and transit camps. These ghettos and transit camps served as the foreground to the death and slave labor camps that would soon follow. It was written in a Jewish diary, A Jewish ghetto in the traditional sense is impossible; certainly a closed ghetto is...
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...Matt Singleton August 6, 2014 HIST 337 Essay 3 The Einsatzgruppen were essentially mobile death squads primarily made up of members of the Gestapo and SS. Their initial role was as a follow on unit to the Blitzkrieg forces. They were to follow behind and round up and locate, detain, and silence any political threats, dissenters, and potential resistance leaders. By 1941, the groups had swelled to strength of four battalions of approximately 700-1,000 men each. After the invasion of the Soviet Union, the Einsatzgruppen’s mission evolved to include the “liquidation” of certain undesirables, to include Jews, Romani, and communists. Historical estimates credit the Einsatzgruppen with having killed over one million people throughout the war. Many scholars believe that the systematic killing of Jews in the occupied Soviet Union by Einsatzgruppen and Order Police (Ordnungspolizei) battalions was the first step of the "Final Solution," the Nazi program to murder all European Jews. The Final Solution evolved from Hitler’s policies toward Jews. Upon initially taking power, the Nazis adopted a series of legislations that were designed to isolate Jews from German society and urge them to leave Germany. After the invasion of Poland, the policies shifted. Now, Jews were rounded up and forced to live in Ghettos. By moving Jews into centralized locations, Hitler could better control them, which then led to the Final Solution, or the systematic extermination of all Jews...
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...Arithmetic, Hannah goes back in time to the holocaust and experiences it herself, meanwhile in The Boy Who Dared, Helmuth looks back at what put him on death row during the holocaust. Then, in “Teens Against Hitler”, A young boy is take to a ghetto, and then leaves to join a resistance group, and in “Betrayed By America”, a japanese boy is taken to an internment camp...
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...Professor Santos Essay Genocide Genocide was the term that came out after the Nazi’s Holocaust of World War Two, but it was not the first incident of Genocide, or the last. During the Genocide Convention that followed World War Two it was agreed amongst the world leaders that genocide would “never again” occur in the world. Time has shown that this might have been an empty promise however, and this essay will review the laws being implemented by the United Nations to help prevent genocide, arguments about why humans kill, incidents of genocide and how genocide is defined and, of course, the victims of the violent crime known as genocide. Genocide is now defined in the Oxford English Dictionary as “[t]he deliberate and systematic extermination of an ethnic or national group”. The United Nations created a much broader and in depth definition in the Genocide Convention of 1948. They state that genocide is “…any of the following acts committed with intent to destroy, in whole or part, a national, ethnical or religious group, as such: killing members of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or part; imposing measures to prevent births within the group; forcibly transferring children of the group to another group”. Despite some flaws and loopholes in this definition, it covers the atrocities that occur during genocide quite well...
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...who died at Auschwitz at the age of thirteen and how, although her life was taken at such a young age, her memory and spirit continue to live on today. Adapted from the book of the same title by Karen Levine, HANA’S SUITCASE explores the journey of teacher and children at the Tokyo Holocaust Education Center take to find out who Hana Brady is—all from a suitcase the Center received with Hana’s name, birth date, and the word waisenkind (orphan) written on it. The children at the Center are captivated by this suitcase, and the girl who once owned it, and they begin flooding Fumiko Ishioka, the Center’s Director, with question after question about Hana. Fumiko recognizes the importance of uncovering Hana’s story for her students. This tragic event cannot be summed up in numbers or facts— it affected individuals, young and old, who each had a story, families, and hopes and dreams. As Fumiko slowly but determinedly reveals Hana’s story, she discovers that Hana was sent to live in Theresienstadt, a Jewish ghetto, and eventually died at Auschwitz. However, as devastating as this is for Fumiko and the children at the Center to find out, they also learn that Hana had an older brother who survived the Holocaust and was now living with his family in Canada. Fumiko and the children write to George Brady, asking him to share...
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...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the...
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...and fight against the oppressor or adapt and strive to continue living peacefully to the best of their abilities. This can be shown through the examples from the 19 century when African Americans were freed and struggled on whether to resist or adapt to post Reconstruction era America; in World War II between how people of the Jewish faith tried to adapt without resisting to Nazi occupation, imprisonment, and even murder; and finally today, how women in the Middle East, who are going against culture and trying to gain basic rights as human beings. It would be beneficial to begin describing the situation that African Americans faced during the 19th century. After 1877, slavery ceased to exist in the United States and former slaves had constitutional protection against oppression, yet African Americans continued to be oppressed in the South. During the end of the nineteenth century and beginning of the twentieth century Democrats, who at that time supported the Confederacy and slavery, started to implement a series of laws called the Jim Crow laws. The primary goal of these laws was to disenfranchise the African American voting population so that the southern states would hold their newly gained power and seats within the Congress, without allowing them to vote representatives that supported African American causes. Even with the thirteenth, fourteenth, and fifteenth amendments to the constitution, which guarantees equal rights to blacks, the...
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...HISTORY 1500 WINTER 2014 RESEARCH ESSAY TOPICS 1. Select a crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution...
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...AS History – Essay on the Persecution of the Jews How accurate is it to say that the persecution of Jews in Germany steadily increased in the years 1933-42? The question of whether or not the persecution of Jewish race has had a steady intensification, relates closely to whether you adopt an intentionalist or structuralist viewpoint on this historical event. An intentionalist will claim that the process of persecuting Jews in Germany is a planned sequence and was outlined by the Nazi Party; they claim that the roots of Hitler’s politics was about eliminating the Jewish race from Germany and the evidence can be found in Mein Kampf. On the other hand, structuralist historians will claim that the persecution of the Jews was never planned and it was improvised all the way through to the Holocaust; furthermore, they will state that the Nazi’s did not come to power based on policies towards the Jews as the electorate was never as enthusiastic as Hitler was about this.Although it increased it was more gradual than steady, It did increase but there were times where it stopped, but it was at a very low key when not much attention was taken towards the situation. However, in 1938 when the Nazi’s had invaded Austria and Sudetenland, there was more of an increase in persecution of Jews. In the year 1933, the Boycott of Jewish businesses and professional offices, the exclusion of Jews from civil service as well as the Quota for non-Aryan students occurred serving the purpose of isolating...
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...The Nuremberg Trials by R. D. A student essay from Dr. Elliot Neaman's History 210 class (historical methods - fall 1996) © Elliot Neaman / PHDN Reproduction interdite par quelque moyen que ce soit / no reproduction allowed ________________________________________ The Nuremberg Trials took place during the immediate aftermath of World War II. They were the first trials in history to indict an entire regime for aggressive war crimes. These crimes included invading other nations, violating the Treaty of Versailles and most significantly, "crimes against humanity". These crimes were what later became known as the Holocaust, in which millions of innocent victims were deported, enslaved and systematically executed. The victims were primarily Jewish however many other victims suffered at the hands of the Nazis such as: Poles, Gypsies, the handicapped and the elderly. The Nuremberg Charter "defined war crimes as violations of the laws or customs of war"(Rosenbaum p, 30). Including killing of hostages, ill-treatment of civilians, use of forced labor and looting of public and private property and racial persecution. The International Military Tribunal, the prosecutors consisting of lawyers and judges from the United States, France, England and the Soviet Union had countless evidence of these crimes committed by the Nazis, however to serve justice to every individual for their inhumane actions was impossible. The Nuremberg Trials prosecuted twenty one defendants (all of whom were...
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...portrayed by many issues that are not example for the next generation, but this is not the reason why we should cut off the history to the next generation. The reason why I decided to write about this topic is to share with you about what really happen and what is happening in Africa that people in the USA don't know. I signed for this class because I thought that it would be interesting to share the issues that other people are facing in world and particularly in the Congo where I am from. I don't have the full accuracy of everything written in this essay but I will share some researches that other people did through the issues and my own experience through the issues. Introduction Genocide is the deliberate killing of a large group of people, especially those of a particular ethnic group or nation. The term Genocide has been defined by many people through out the 20 th century, but the UN defined it in 1946 after the holocaust as: A denial of the right of existence of entire human groups, as homicide is the denial of the right to live of individual human beings; such denial of the right of existence shocks the conscience of mankind, and is contrary to moral law and to the spirit and aims of the United Nations. The General Assembly, therefore, affirms that genocide is a crime under international law whether the crime is committed on religious, racial, political or any other grounds. The Convention on the Prevention and Punishment of the Crime of Genocide (CPPCG) was adopted...
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...The 20th Century Genius Award Hum/102 October 19, 2011 The 20th Century Genius Award The nominated figure that stands out in my mind as a genius of Western culture would be Albert Einstein. His work and cultural contributions can be classified in both the Age of Modernism and the Age of Pluralism for the 20th Century Genius Award. The following examples will include a synopsis of the life and times of Albert Einstein, A survey of the ideas and works recognizing the reflections of his genius, and an appraisal of his impact on the arts and culture. Albert Einstein was born on March 14, 1879 to Hermann and Pauline Einstein a scientifically minded family, who were non-practicing Jews in Ulm, Wurttemberg Germany. As a child, he was very curious, and lively. Albert attended a Catholic elementary school, and his mother insisted for him to take violin lessons. Although he detested the lessons, and later on decide not to continue with them, he would later on find an appreciation and great comfort in Mozart’s violin sonatas. At the early age of five, Albert was fascinated by complex scientific and mathematical concepts at a very early age. Hermann Einstein shows his son a pocket compass, and Einstein with his sense of wonder, and curiosity realizes that something in “empty” space controlled the needle; he later on describes the experience as a revelation of his life. Albert Einsteins hobbies was to build models and mechanical devices for his amusement although he showed...
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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...Trends and Issues in Victimology Trends and Issues in Victimology Edited by Natti Ronel, K. Jaishankar and Moshe Bensimon Trends and Issues in Victimology, Edited by Natti Ronel, K. Jaishankar and Moshe Bensimon This book first published 2008 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2008 by Natti Ronel, K. Jaishankar and Moshe Bensimon and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0069-4, ISBN (13): 978-1-4438-0069-3 TO THE VICTIMS OF TERRORISM AND VIOLENCE. LET US PRAY THAT EXPANDING THE RIGHT KNOWLEDGE INTO THE RIGHT HANDS WILL CONTRIBUTE TO THE ATTENUATION OF HUMAN EVIL AND CONSEQUENT SUFFERING. TABLE OF CONTENTS Foreword ..................................................................................................... x Gerd F. Kirchhoff Editors’ Introduction ................................................................................... 1 Between perception and victimization: Trends and issues in victimology Natti Ronel, K. Jaishankar & Moshe Bensimon Part I: Justice for victims Chapter One.....................
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...Waiting Many critics consider Samuel Beckett’s Waiting for Godot, rst performed in Paris in 1953, the most important twentieth-century play in the Western canon. Despite the undeniable historical and aesthetic signi cance of Waiting for Godot, however, the question poses itself: to what extent may an absurdist play—about two bums waiting on the side of a country road for a person who never arrives— still strike us as relevant today? is question cannot be answered univocally, but depends on the interpretive choices made in the actual process of producing Beckett’s play on stage. My goal as the director of this Kennedy eatre production is to create a thoroughly contemporary experience that evades the usual clichés many have come to associate with Beckett’s style, such as monotony and leadenness. From this vantage point, I will now identify two major challenges to any stage production of Waiting for Godot in 2010—challenges relating to the historical and metaphysical background of the play. e setting (country road, tree), costume items (bowler hats, halfhunter watch), and habits of the characters (the pipe-smoking Pozzo), as well as the poverty and frugality of the two protagonists (a diet of turnips, radishes and carrots for Vladimir and Estragon), clearly suggest earlier historical periods such as the Irish Potato Famine from around 1850, the wasteland of northern France in the wake of the trench warfare of WWI, or America’s Great Depression in the 1930s. e names of the characters...
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