...Study the holocaust Trinity cooper Hey! I gotta ask you something. Do you know what the holocaust is about ,well if you don't I recommend you study the topic.. Im telling you to study it because many different reasons. It teaches you many different lessons. I'm gonna tell you those reasons and hopefully you would take them to consideration because the holocaust was a big part in our history and many still talk about it today. If you haven't learned about it than it was a time where many jews were taken from their family and put in concentration camps or killed on the spot by nazis. Some jews went into hiding like Anne frank and her family went into hiding and while in there she wrote In diary that u can purchase a copy of today so if you're...
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...Josh Thompson History Ms. Kadlecek 7 April 2014 Remembering The word holocaust means “sacrifice by fire” and comes from the Greek words “holos” meaning whole and “kaustos” meaning burnt. The Holocaust of the 20th century was the mass murder of approximately six million Jews by the Nazi command during World War II. In Elie Wiesel’s memoir, Night, he states, “…in their early days of their accession to power, the Nazis in Germany set out to build a society in which there simply would be no room for Jews. Toward the end of their reign, their goal changed: they decided to leave behind a world in ruins in which Jews would seem never to have existed” (viii). The shock and horror does not lessen regardless of how many times a book or article is read or a movie watched about the Holocaust. Learning about the horrible, dark period from 1935 – 1945 is important in several ways. On one hand, it has been said we must learn about the past in order not to relive it. However, we are also told not to dwell in the past. When studying the Holocaust, both adages have truth. Chilling questions occur when learning about the Holocaust. They are questions that Elie Wiesel repeated in his acceptance speech for the Nobel Peace Prize in 1986. Wiesel says he remembers asking his father, “Who would allow such crimes to be committed? How could the world remain silent?” (118). Millions of Jews were killed by overwork, starvation, torture, and cold blooded murder just because they were a different race and...
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... MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value....
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...Title What is the Holocaust? What was life like before it happened? Did the Jewish people really break any laws? How was school before and during this period of time? What happened to make Adolf Hitler choose a political career? The holocaust was an awful period of time in history. This happened in 1939-1941, when Adolf Hitler was elected president. Hitler had a grudge against Jews for no good reason. He had a hard childhood and not strong relationships. At school the children learned math, reading, writing, and history. Parents had degrees and worked life everyone else. During the holocaust the German army got rid of the children’s textbooks and got new ones that were approved of. These were filled with lessons that approved of being a Nazi. Teachers were forced to say all good things about the Nazis and the army. A lot of teachers quit because of this rule. All the Jewish teachers were forced to be fired. Once the Holocaust really kicked in Jews were not allowed at schools, if they were caught, they got taken to a camp or the “ghettos”...
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...My unit plan involves interdisciplinary instruction in Social Studies and English. The topic of the unit is the Holocaust. Students will be examining primary sources and novels that details the events of the Holocaust. My community resource would be The Holocaust and Human Rights Education center. I would work with my team to organize an assembly for the English and Social Studies classes. The assembly would include various speakers from the The Holocaust and Human Rights Education center. I would also try to get a survivor to come and speak at the assembly as well. I would prepare lessons, activities, and materials for before, during, and after the assembly. Before: 1st Activity- Students would be introduced to the topic with a PowerPoint...
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...There have been many re-tells of Holocaust survivor stories. For example, Maus II and “Life is Beautiful” are two excellent versions of Holocaust victims experiences. In these traumatic scenarios both stories shared a unified message of appreciation and never giving up hope. In “Life is Beautiful” Guido convinces his son Joshua that their time in the Concentration Camp was a game, assuring him they would be reunited with Dora (Joshua’s mother) and return back home, presenting hope. In Maus II Vladek was infected with Typhus and struggled to even stand on his two feet, but Vladek had hope throughout his sickness which eventually led to his freedom from the Concentration Camp and the reunion of him and his wife Anja. Another important unified message demonstrated was appreciation, in “Life is Beautiful” Guido lives every moment with his son as if it is his last, appreciating the time he spends with Joshua. In Maus II after Vladek survives the Holocaust he appreciates every piece of food and money. For instance, Vladek refuses to throw away even a crumb of food and did not allow his son to use his wooden matches in order to save them. There are many messages “Life is beautiful” and Maus II demonstrate but in my opinion I believe appreciating what one has and never giving up hope are the most valuable. The unified messages presented in both “Life is beautiful” and Maus II can be applied to not only my life, but everyones. In todays society most people forget how much food is cherished...
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...The Holocaust The Holocaust was a very rough time in history. The Holocaust was a genocide or an assassination of about six million Jews organized by the Nazis in Germany in the 1930s-1940s (Steele 93). Adolf Hitler became the leader of Germany in 1933 (Steele 18). Jews were discriminated against and tortured just because of their faith. The Holocaust is a time in history when millions of people were persecuted in Europe by being sent to live in ghettos and eventually being deported to concentration camps where they were systematically annihilated until the Allied forces liberated the remaining survivors. Jews were segregated against and divided from the rest of the society. The Jews were deported by trains and trucks (Deportations) and sent...
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...Public Relations Review 33 (2007) 313–318 Remembering disaster: Since the media do, so must public relations Jeffrey L. Courtright a,∗ , Gerald Z. Slaughter b,1 b a School of Communication, Fell Hall 428, Illinois State University, Normal, IL 61790-4480, United States Department of Communication, 322 Erickson Hall, Indiana State University, Terre Haute, IN 47809, United States Received 9 October 2006; received in revised form 26 January 2007; accepted 26 January 2007 Abstract Only recently has research begun concerning the longer-term aftermath of organizational crisis. This essay presents the genre of disaster rhetoric as a viable strategy to address the problems and opportunities that arise when the media write about crisis anniversaries or news stories that refer to any crisis or disaster, past or present. After a brief review of genre theory, the authors outline the seven functions of the “rhetoric of disaster” and provide multiple examples of their application to public relations activity and its news coverage. The essay concludes with questions that practitioners may use proactively in the development of copy points to address each of the rhetoric of disaster’s functions. © 2007 Elsevier Inc. All rights reserved. Keywords: Rhetoric; Genre; Writing conventions; Disaster; Crisis; Message design 1. Overview The bulk of the crisis communication literature has been devoted to crisis plans and the principles behind them (e.g., Fearn-Banks, 2006; Seeger, Sellnow...
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...Throughout the movie, "The Holocaust", the phrase, "I just do my job," was usually the only excuse most people who committed crimes against the Jews could come up with. For example, when Helena and Rudy Weiss were staying in Kiev, the city was bombed. During the bombing, one of the Nazi soldiers, who happened to be Heinz Muller, a friend of Inga's family, was hit by falling debris. Hesitant, Rudy helped Muller escape from the collapsing building, gave him some water, and asked him why he was taking part in the mistreatment of the Jews. "I obey orders," Muller replied, unrepentant about what he did. Also, when Bertha Weiss was sent to the gas chambers in Auschwitz, Dr. Joseph Weiss asked the Kapo what happened to her. The lady bluntly retorted, "Don't blame me, I just take orders." Whether to keep a job, remain loyal to their cause, or just because they had no other excuse, everyone used that phrase to justify what they did wrong against the Jews. Anti-Semitism and unfair grudges are two factors that can cause Genocide. During the movie, Eric Dorf claimed he did not feel bad about Kristallnacht or what happened to the Jews, because he said the Jews provoked it. Even though Kristallnacht was the first major pogrom, a government sponsored attack on the Jews, and was terribly destructive, Eric said that they killed Christ and they deserved what they got (The Holocaust). In addition, Heydrich believed that Germans and the Aryan race was superior to the Jewish race and they had to...
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...for a mass genocide. Though it may sound ludicrous, this was a reality for many Germans during the Holocaust. However, not all Germans supported Hitler’s quest to annihilate the Jews; some Germans opposed it or remained neutral towards it. The reasons for why Germans supported Hitler’s quest to annihilate the Jews was split between the distress of Germany that had been created by an economic crisis, threats that were carried out by the Nazi regime, and propaganda that was used to persuade Germans. Firstly, many Germans supported Hitler because during the Great Depression, which hit the citizens of Germany harshly, Germans were in need of a political savior. Therefore, they looked to Hitler and saw him as a determined leader who could save the nation (“Great Depression”). Furthermore, the Nazi Party threatened those who dared to oppose them. Some members of individual Nazi Party units were granted license to punish whomever they felt was against them, and perceived opponents were thrown in concentration camps (“Nazi Terror Begins”). In addition to pressuring the Germans with fear,...
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...because after all, someone falling flat on their face is kind of funny, right? Sure.” This is how it starts: small. Bullying. A form of abuse: involving repeated acts over time attempting to create or enforce one person's (or group's) power over another person (or group). Recently, I have learned the going-on of one of the most tragic events ever, The Shoah. Through this learning I have derived some profound insights into not only myself, but others. My World Geography class researched acts of the Holocaust and discussed them at length. These exercises changed me, forever. They provided an experience that was incredibly valuable in changing my view on a variety of things: the role of bystanders, empathy, the power of little things, and how to react. Therefore, studying the Holocaust has changed my view and reaction to bullying, which is now focused on both recognizing and stopping bullying. The first thing we discussed about the Holocaust was the string of continuous discriminatory acts against the Jews. It was a changing moment for me. Before then, I had supposed the Holocaust as a random act of sorts - an event without roots before it. I was wrong. I learned that bigotry against Jews had been happening for centuries. It started in 70 A.D. and continued building and building and building. This genealogy of Jewish hatred made me rethink how I viewed small acts of bullying within my own life. Now, instead of seeing a small act of bullying and ignoring it...
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...Holocaust Socratic Discussion Final Reflection How does your reading (and memoir) connect to the other readings you learned about in your seminar? All the reading s that we received symbolized in word the different events that lead up to the mass genocide, otherwise known as the Holocaust. The first excerpt was about the events that occurred after World War one. There was a huge economic decline in Germany because of the inflation, debt, and the Great depression as well. The population of Germany was angry at the government, and Hitler took advantage of their anger by directing a t the Jews. The first excerpt once again enforced whatever segregative feelings the average Ayran had against the average Jew with the introduction...
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...considered where students were coming from, what their lives were...
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...Visual story telling class we learned ways to visually analyze different mediums. We learned about John Berger who introduced people seeing things in a new way. This is paralleled with the way the Holocaust has been portrayed in different mediums. He also introduced the idea of “seeing” depends on a person’s habit and their environment. I will be comparing elements in the mediums of Reflections and Echoes, Maus, Life is Beautiful, and Inglorious Bastards as well as the methods in the perceptions of the author and the lenses through which they see, and then go into detail about the readers perceptions. Introduction The medium through which an artist chooses to express their message or ideas has an effect on the way it is perceived by the viewer. Imagery has deeper meaning that artists tend to hide their message through the use of several representations. The type of image that an author decides to use has an ultimate effect on the perception of the audience. Members of the audience decode varied meanings from an image in the text. The World War II is among issues that have been represented in texts and movies through the use of imagery. It is upon the audience to have extra skills so that they decipher the intended meaning of the author. In this analysis, the focus will be on how different texts and films have portrayed World War II. However, the guiding argument for his paper is that not everyone interprets images in a movie or text from the perspective of the author...
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