...Alexia Gonzalez Political Science 4823: The Holocaust/ the Shoah Final Paper December 12, 2013 The Comparative Analysis of the Holocaust Ethnic cleansing and genocide are considered to coexist in a spectrum of assaults on nations or religio-ethnic groups. These threats were more prominent during the 20th century which caused massive violations of human rights and jeopardized the overall security of humans. Determinants of ethnic cleansing and genocide root from socio-political factors influenced by deeply embedded ideologies which are manifested by political leaders of specific regime types. During World War II, German authorities targeted Jews and other minority groups like the gypsies and Pols due to their perceived racial inferiority. The German ideology in attempt to eradicate these auxiliary groups led to the conflict known as the Shoah. The Shoah is the biblical word meaning destruction and it is the standard Hebrew term for the murder of European Jewry. The Shoah was the systematic, bureaucratic and state sponsored persecution of six million Jews. Comparable to other ethnic based genocides, Germans believed they were racially superior and that Jews were inferior; and deemed a threat to the “German racial community” resulting in their mass murder. Various interpretations of the Shoah has given rise to similar attitudes and opinions regarding its historical events. The Holocaust Survivors and Victims Database, is one of the largest resources of its kind which includes...
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...At a time when technology limited forms of communication, newspapers accumulated a majority of the responsibility for informing the public. Surprisingly, America as a nation, usually well informed and considerate of global issues and situations, left the Holocaust, the genocide of over six million Jews, Gypsies and handicapped across Germany and Poland, in the shadows of the concurrent war. Beginning in 1939, European countries engaged in a war that America clearly seemed unprepared to participate in. When America finally entered the war, the domestic concerns it faced at the time held precedence, even though it received news of the atrocities in Europe. The Holocaust, initially neglected as front-cover news, now holds a major concern and memory in American history. Since the start of World War II, strengthened and advanced reactions to the horrors of The Holocaust have ensued from simultaneously increasing publicity. As war broke out across Europe, Americans laid back, hoping to continue isolationist efforts. Still recovering from the Depression, newspaper companies held a large monopoly of the public information distribution (Holocaust). American citizens simply remained unaware that millions of people were suffering from discrimination and hatred. The New York Times, one of the most prominent publishing powers in America, held a delicate, complicated stance on the situation as news of the victimization and mass destruction of thousands of Jewish Europeans finally unraveled...
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...which have divided and battered the population for decades. Defined by Merriam-Webster dictionary as “hostility toward or discrimination against Jews as a religious, ethnic, or racial group,” anti-Semitism derives from the ideation that the Jews were involved in the crucifixion of Jesus Christ (Merriam-Webster). Anti-Semitism is believed to have originated from the time period when Jesus Christ was crucified. Some believed that all of the Jews were responsible for Jesus’ death and began to despise anyone who practiced the religion. Daniel Barenboim, an Argentinian musician, asserts his opinion of how anti-Semitism came to be by claiming: “Anti-Semitism has no historical, political and certainly no philosophical origins. Anti-Semitism is a disease” (Anti-Semitism Quotes)....
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...are still missing of parents and children; nothing can remove this darkness from one of the most tragic events to ever happen in history, the Holocaust. There is a classic German legend about a man named Faust. He was a highly successful scholar but was dissatisfied with his life. His legend has created stories of his success in art and music, but the legendary of this man doesn’t end there. According to the legend, Faust sold his soul to the devil in exchange for vast earthly rewards. Millions of innocent Jews were killed by this so called legend, driven by a force of madness and evil of his own ancestors. In his own sick twisted mind he saw an opportunity to solve the problem once and for all by killing off the Jews. It is said that the Holocaust was based upon vague, trivial, or even inaccurate representations. With so much controversy and doubt on the Holocaust did or did it not really happen, everyone has their own point-of-view. Ironically for the people of Germany this legend had an all too real comparison to true events on its history. According to stories from survivors the voices of the dead can still be heard crying out for help. There are many authors who wrote books with great detail on the Holocaust, giving their perspective point of view on this tragic event. During the Holocaust it is said that over six million Jews suffered countless amounts of obscenity throughout the history of time. In the book Histories of the Holocaust by Dan Stone, the author describes...
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...or download additional copies from FirstStage.org INSIDE THE GUIDE preparing for the play A NOTE TO TEACHERS AND PARENTS HANA’S SUITCASE is the true story of Jewish girl 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...
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...Religious background of Holocaust 1. Introduction Anyone who bothers to investigate in any depth the Holocaust, and its many involved attendant subjects, inevitably encounters intellectual and emotional difficulties not usually met in other fields under examination. When studying the Holocaust, it is extremely difficult to maintain the same level of professional distance and objectivity that one practices with other subjects. Obviously, the magnitude of the destruction and suffering, the millions of lost lives and their untold stories, their unfulfilled hopes and dreams can be overwhelming. Furthermore, thoughtful and honest investigators will occasionally find that they have encountered an area of the Holocaust wherein are found agonizing personal ramifications. That is to say, the scholar is studying an event or a complex of issues that share key components of one’s personal background, beliefs, and values. It is highly unlikely that the scholar will be able to maintain absolute objectivity, feeling completely uninvolved in what is being examined. Instead, the person will most likely be compelled to ask some rather pointed personal questions, or probe into realms in which the investigator has close personal ties. When this occurs, it can be very distressing and painful. 2. A short insight on the background of Jews in Poland, Germany and Russia Several Polish noblemen of the middle ages showed special favour to Jews who immigrated because of persecution in Germany...
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...today. However, most of Nietzsche’s views went against the popular and conventional beliefs of his time. His ideas challenged Christianity, contemporary German culture and traditional morality, which as a result, created a great deal of controversy. Nietzsche is also one of the most misunderstood philosophers and his work is often misconstrued, never more than with the Nazis. The Nazis claimed that Nietzsche was one of their biggest inspirations. They had an attraction to Nietzsche's ideas, such as his attacks against Democracy, Christianity, and Parliamentary Governments. They took a lot their like-mindedness towards Nietzsche from his work The Will to Power. The controversy comes from whether or not this was Nietzsche’s intention or if his work was taken out of context by the Nazis for their own interpretation. Although Nietzsche may have had a similar attitude towards concepts such as religion, the will to power, and the idea of an Übermensch (Superhuman) that the Nazis coincided with, his work was not intended to be used in reference to, or in support of, Nazism and/or Fascism. The Nazis misused Nietzsche's philosophy, misinterpreted his views and distorted his intentions to further support their own objectives. One must first know a little history of both Nietzsche and the Nazis before being able to establish any connection between the two. Friedrich Nietzsche was born on October 15, 1844 in the small German village of Röcken bei Lützen. He was named after the Prussian...
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...9.1 Anti Semitism — * def: Hostility/Hatred towards the Jewish people * Now a new feeling: Jewish Communities have face judgement and violence all throughout history. * From time to time, Jewish population has experienced deliberate attacks (pogroms) yet have managed to survive as a group and as a religion. * Nazi policy towards the Jews was the most brutal and horrific example of anti-Semitic behaviour in history * Nazis developed a deliberate policy to kill the Hews who lived in Germany — In 1922, 60% of the worl’d’s population of Jews occupied land in German and its area. By 1945, 2/3 of the Jewish population had been killed * By the 19th Century: German-Jews had won greater acceptance in that they made very important contributions to the intellectual, financial, educational and cultural life of the nation. * During WW1, 100 000 Jewish soldiers died during the conflict. * In the Weimar Republic, Jews enjoyed equal rights with all other Germans and some even rose to high positions in the civil service and the government. * Late 19th Century: Jews represented a challenge to the concept of the nationalism, especially when there was a development of the Volkisch movement. * Bt the start of the 20th Century, ideology of the racially pure was being embraced by all, and the Jews were not part of it. * German Historian Heinrich von Treitschke in the 1880’s said that ‘The Jews are our misfortune’ — A quote which...
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...SECTION 1: THE SUCCESSES AND FAILURES OF THE WEIMAR GOVERNMENT 1918-OCTOBER 1933 |9 November 1918 |Abdication of the Kaiser | |January 1919 |Spartacist Uprising | |February 1919 |First Weimar elections | |28 June 1919 |Treaty of Versailles signed | |July 1919 |Weimar Constitution announced | |March 1920 |Kapp Putsch signed | |January 1923 |Occupation of the Ruhr | |January-November 1923 |Hyperinflation | |8-9 November 1923 |Munich Putsch ...
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...One Germany Albert Speer The Cold War 1 Course Study Notes: hsctutoringnotes@outlook.com World War One Themes War on the Western Front Home Fronts in Britain and Germany Turning Points of the War The Allied Victory 2 Course Study Notes: hsctutoringnotes@outlook.com War on the Western Front Reasons for the development of the Stalemate A stalemate is an end of a war movement. It refers to the deadlock resulting from high levels of defence. The stalemate developed from four major reasons: i. The Faults of the Schlieffen Plan ii. The Faults of Plan XVII iii. Problems with Communications and Tactics iv. Problems with the High Command • The Faults in • There was an incredible reliance on speed – quick defeat of the France and a slow response by Russia Schlieffen • Unexpectedly strong resistance by Belgian forces – sabotaged Plan railway lines • Strong resistance from French • Troops were diverted from the West to the Eastern front • The “hammer swing” was shortened, so they approached Paris from the East which was expected • The Treaty of London was disregarded as a scrap of paper • Germans weren’t adequately trained for modern warfare strategies • The Faults in • French underestimated number of soldiers available to Plan XVII Germany • French were preoccupied with revenge for Alsace-Lorraine • Insufficient forces were given to the French left wing • Too much attention was on offensive tactics • Officer training was poor ...
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...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...
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...rising.’ * ‘Zionism wants to strengthen and protect Jews and the State o What problems faced Palestine in 1945 Civil disruption.‘ * Large numbers of Jews wanted to go to Palestine.’ * ‘The US was supporting a state of Israel.’ * ‘Should immigration be allowed?’ * ‘Campaigns of violence by the Irgun.’ Why did Britain decide to hand Palestine over to the United Nations * ‘It did not want to stay.’ * ‘Because of the cost.’ * ‘There was violence.’ * ‘Because of its view of Zionism.’ * ‘The pressure from the Irgun.’ * ‘Because of the guerrilla campaign. Explains why * ‘At the end of the war Britain was under great pressure to change its policy and allow in survivors of the holocaust. They refused and this brought about violent protest.’ * ‘The Irgun deliberately attacked and killed British soldiers including the explosion at the King David Hotel. The violence from the Irgun was intended to persuade the British to leave.’ * ‘Because the Arabs continued to block any proposals regarding partition.’ * ‘The British were finding it too expensive to keep large numbers of troops there, especially having just fought a costly war.’ How far was the war of 1948-49 a success for Israel * It was as the Arab armies were forced to accept defeat.’ * ‘A Jewish state was established.’...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...Bloodlines of Illuminati by: Fritz Springmeier, 1995 Introduction: I am pleased & honored to present this book to those in the world who love the truth. This is a book for lovers of the Truth. This is a book for those who are already familiar with my past writings. An Illuminati Grand Master once said that the world is a stage and we are all actors. Of course this was not an original thought, but it certainly is a way of describing the Illuminati view of how the world works. The people of the world are an audience to which the Illuminati entertain with propaganda. Just one of the thousands of recent examples of this type of acting done for the public was President Bill Clinton’s 1995 State of the Union address. The speech was designed to push all of the warm fuzzy buttons of his listening audience that he could. All the green lights for acceptance were systematically pushed by the President’s speech with the help of a controlled congressional audience. The truth on the other hand doesn’t always tickle the ear and warm the ego of its listeners. The light of truth in this book will be too bright for some people who will want to return to the safe comfort of their darkness. I am not a conspiracy theorist. I deal with real facts, not theory. Some of the people I write about, I have met. Some of the people I expose are alive and very dangerous. The darkness has never liked the light. Yet, many of the secrets of the Illuminati are locked up tightly simply because secrecy is a way...
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...Contents Preface to the First Edition Introduction Part 1. Thought Control: The Case of the Middle East Part 2. Middle East Terrorism and the American Ideological System Part 3. Libya in U.S. Demonology Part 4. The U.S. Role in the Middle East Part 5. International Terrorism: Image and Reality Part 6. The World after September 11 Part 7. U.S./Israel-Palestine Notes Preface to the First Edition (1986) St. Augustine tells the story of a pirate captured by Alexander the Great, who asked him "how he dares molest the sea." "How dare you molest the whole world?" the pirate replied: "Because I do it with a little ship only, I am called a thief; you, doing it with a great navy, are called an Emperor." The pirate's answer was "elegant and excellent," St. Augustine relates. It captures with some accuracy the current relations between the United States and various minor actors on the stage of international terrorism: Libya, factions of the PLO, and others. More generally, St. Augustine's tale illuminates the meaning of the concept of international terrorism in contemporary Western usage, and reaches to the heart of the frenzy over selected incidents of terrorism currently being orchestrated, with supreme cynicism, as a cover for Western violence. The term "terrorism" came into use at the end of the eighteenth century, primarily to refer to violent acts of governments designed to ensure popular submission. That concept plainly is of little benefit to the practitioners of state terrorism...
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