...atrocities of the Holocaust. ‘Night’ is set during the Holocaust time period in 1944–45, toward the end of the World War Two. It mainly takes place in Auschwitz and Buchenwald which are both Nazi Germany concentration camps. The memoir depicts his experiences with his father in those concentration camps. ‘Night’ takes the reader on a journey where Eliezer, who was only 15 and his family, along with many other Jews, were forcibly removed from their hometown and transported to Auschwitz and Buchenwald. He wrote about their battle for survival, and of his battle with God for a way to understand the spiteful cruelty he witnesses each day as well as his increasing disgust with humanity due to the inhumane treatment of the Jews and how they were...
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...Giver by Lois Lowry, and learning about the devastating Holocaust, I have come to a conclusion that there are many similarities between the sick realism of the world and the made up world of a book. A dystopia is a fictional world where people live under a highly controlled, totalitarian system. In both The Giver and in the Holocaust, societies were based off of: rules, sameness, and death. All qualities of a dystopia that make it the highly controlled, totalitarian system that it is. To begin, I will start with the extreme control and rules placed upon all citizens of the community in The Giver, and the millions of Jews during the Holocaust. Over the course of the Holocaust, Hitler...
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...are educated about the Holocaust and are aware of the millions of people whose lives have been taken by mass genocide and hate. However, what many people do not know about is the people who have made an effort to stand up against oppression during these tragic times. During the second World War, Nazis in Europe had come up with a system where Jews and other minorities would be hunted down and isolated from the outside world. Eventually the lives of these marginalized people would be taken rapidly with the assistance of concentration camps. Jews stood up against this in many different forms of armed and unarmed resistance in order to protect their beliefs. During the Holocaust, both armed and unarmed resistance was used in order to protect Jewish beliefs and their honor....
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...The term, “Holocaust” has historically been used to reference both the ongoing persecution of Jewry in society as well as it’s specific culmination of the systematic killing of the Jewish people during the mid twentieth century. Due to the extended and often convoluted past involving the mistreatment of Jewish people, identifying the inciting event proves to be difficult, and is debatable from a multitude of perspectives. Early on, the oppression was prominent but was not a dominant factor of everyday life. The seemingly unsatisfiable goals of the Nazi regime yielded to the omnipresent violence that was illustrated at the exact time the Holocaust began, which was July of 1941. Counterarguments may postulate that aggressive oppression and discrimination...
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...Hannah Arendt on the History of the Modern Jew and its Ties to Totalitarianism German-born, Jewish philosopher Hannah Arendt made her literary debut with her book The Origins of Totalitarianism which she published in 1951 to discuss the roots of Naziism, Jewry, and totalitarianism as present in current society. Arendt’s work can still be looked at today as an analysis of how totalitarianism can come to be. Additionally, it can be used as a warning for signs of totalitarianism today and help prevent it from coming to power. Arendt claims modern Jewry, a product of the French Revolution, was followed by the development of anti semitism which led to the Holocaust and totalitarianism in Germany. Towards the end of the French Revolution in the...
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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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...deceased father. The speaker conveys her paradoxical feelings for the one man who she worshipped during her young years, but feared his malicious influence and domination after his death. Throughout the poem, Plath use of tone changes with the progression of German inferences in order to escape the oppression of her father while attempting to preserve the idealistic mirror of him. The poem begins with a childlike tone, misleading the reader on the upcoming subject matter. The first line echoes a nursery rhyme, feeling like a charm against some brooding curse: “You do not do, you do not do/ anymore black shoe” (lines 1-2). Metaphorically, the shoe is a trap, smothering the foot. The adjective “black” suggests the idea of death, thus it can relate to a coffin. The speaker feels a submissiveness and entrapment by her father. In an attempt to rid herself of the restriction in her own life, she must destroy the memory of her father. “Daddy, I have to kill you” (3). However, the description of the father as “marble-heavy” (8) and “ghastly statue” ( 9) reveals the ambivalence of her attitude. The speaker reacts with hate to her father who had made her suffer by dying when she was young, but she is still affectionate towards him. The tone becomes more realistic and is composed of less admiration for the father in the next few stanzas. There is an indication of WW2 in relation to the holocaust as the speaker states “In the German tongue, in the polish town/ of wars, wars, wars “(line 16-18)...
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...Holocaust From January 30, 1933 to May 8, 1945 Jews in Europe were living in fear of their lives. The Holocaust was the cause of 6 million Jews deaths. This was the largest case of genocide in the world. Millions of Jews lost their lives because of their beliefs. The following image shows 10 young people, who were kept in Auschwitz Concentration Camp. When going to the Concentration Camp, they were allowed to take one bag with them. They were forced to wear several layers when they went so they would have the clothing necessary to survive the harsh winter. This image shows the sadness, fear and starvation that they had to go through. This is shown through its use of color, or lack thereof, the people themselves, and the scenery of the Camp...
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...Holocaust was a systematic elimination in which Adolf’s Hitler’s Nazi regime and its collaborators murdered approximately six million Jews as part of the “Final Solution”, the nazi policy to murder the Jews of Europe and another five million non jewish victims which took place throughout Nazi Germany and German occupied territories. From 1914 to 1945, in history it is the largest methodically killing of Jews, and acts of oppression, killings of various ethnic and political group in Europe were carried out by the Nazis. Every member of Germany’s government was involved in the management of carrying out the genocide during the Third Reich. Non jewish victims included of homosexuals, communists and the disabled. Many of these victims died as a result of incarceration and maltreatment . In the last months of the war, Nazi guards moved prisoners by trained or forced marches in order to avoid the Allied liberation of big numbers of prisoners. As allied forces transitioned across Europe in a series of offensives against Germany, they began to experience and setting free concentration camp prisoners. On May 7,1945, the day the Geramy armed forces had surrendered unconditionally to the allied forces and the marches ended on that day too. (Holocaust Encyclopedia, 2015) In the philosophy of religion, the problem of evil is the question of how to reconcile the existence of evil with that of God who is all powerful, all knowing and all good. An argument from evil attempts to show that...
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...What are the modern origins of the Israeli-Palestinian conflict? During World War I, Britain made three different promises regarding historic Palestine. Arab leaders were assured that the land would become independent; in the Balfour declaration, Britain indicated its support for a Jewish national home in Palestine; and secretly Britain arranged with its allies to divide up Ottoman territory, with Palestine becoming part of the British empire. Historians have engaged in detailed exegesis of the relevant texts and maps, but the fundamental point is that Britain had no moral right to assign Palestine to anyone. By right Palestine belonged to its inhabitants. In the late l9th century, anti-Semitism became especially virulent in Russia and re-emerged in France. Some Jews concluded that Jews would only be safe in a Jewish state and thus founded Zionism. Most Jews at the time rejected Zionism, preferring instead to address the problem of anti-Semitism through revolutionary or reformist politics or assimilation. For many orthodox Jews, especially the small Jewish community in Palestine, a Jewish state could only be established by God, not by humans. At first Zionists were willing to consider other sites for their Jewish state, but they eventually focused on Palestine for its biblical connections. The problem, however, was that although a Zionist slogan called Palestine "a land without people for a people without land," the land was not empty. Following World War I, Britain arranged...
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...understanding, but more so done with knowing or having a negligence to what we are doing, which make the issue concerning. In Steven Pinker’s TED talk, he argues that today we live in a better world and we are much more peaceful to which he is partially correct in stating, however, an argument can be made that the ways in how during the 20th...
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...Oppression: To Resist or Adapt? Humans have this mysterious conception the one skin tone, religion, region, or ideology is superior than another human beings. From the beginning of mankind to our world today, groups of like minded people have degraded or oppressed groups that do not categorize under their idea of who is equal to them. The groups that are degraded or oppressed have historically shown that they either resist 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...
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...in 1919 and passed away in 1997.She lived in Germany in her early childhood and moved to America in 1924. This made her a first generation American ancestor. In essay one, I explained the evolution of my family’s history and why they may have chosen to emigrate to America. Not only did I gather important information from Mildred’s child, Carol, but I also opened doors to new and unknown information through research on Germany. The time period this essay allocates is between 1904 and 1944. The time period that Mildred and her family immigrated to America may have been affected by the events that occurred around that time period. In 1914 World War 1 began. This may have driven the Zambelli family out of Germany. Around this time, Adolf Hitler’s authority sabotages over Germany and becomes a political catastrophe to the German nation. This historical event is explained in...
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...been a trait common in the human race for thousands of years to this day. Many have suffered because of it and many still do. From African Americans, Caucasians, Hispanics, Asians, Jews, and Homosexuals, racism has not just been directed upon on a certain group of individuals but to many shades of humanity. Some more infamous cases of racism have been committed against the Jewish people. In 1941 the nation of Germany lead by Adolf Hitler committed one of the most horrid acts of racism known to man. Adolf Hitler’s hatred towards the Jews was so great that as he took over more and more European countries he developed a plan known as the “Final Solution” in order to eliminate the Jewish race. His plan ultimately created what historians today call the Holocaust. During Hitler’s reign he first started the racism against the Jews by requiring them to wear the Star of David in order to identify who was a Jew and who was not. This act of labeling was bad enough but it would only grow worse. After humiliating and branding the Jews, Hitler then funneled the Jews living on his land into cramped ghetto quarters barred from the rest of the public. There they perished from disease and poverty with no hope in sight and as time progressed so did the vile ideas of Adolf Hitler. Not only did he put the Jews into ghettos, he also forced millions of them into death camps where they were forced to work until they could no more. In these camps the ones who were too weak to participate in...
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...been in the past. It is rarely known why someone would commit a violent act upon another person. The spectrum of violence can range anywhere from a scuffle between two individuals to a full scale World War among many nations. Generally, violence is associated with aggression, brute force, and the intention of causing harm. Political, social, religious, economic, criminal and personal differences are some of the most passionate issues we face as human beings. They are often the most common reasons for violence as they are often how people define themselves. (Alder & Denmark, 2004) Violence on a political level may be used to protect citizens or defend from outside forces. Ethnic or racial groups may use violence to fight against oppression and discrimination. Religion can also be a driving force of violence, because of differences in religion or performing terrorist attacks in the name of God. When someone assaults, robs, or commits a homicide there is usually violence involved. Emotions are probably one of the biggest triggers of violence. Individuals can be easily perform violence due to any number of different personal issues or disagreements. If you look at our past, there is no time in history that has been immune to violence. History has an important role in establishing how violence is portrayed, represented and interpreted both now and in our past. It is unconceivable that the human race could violently do harm to another person and even worse have...
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