...Holocaust Museum My Mom, my cousin and I all went to the Holocaust Museum in Richmond. Upon arriving at the museum the outside of the building looked a little scary, because all the windows had boards and locks on them. As we went in the building we went to the information desk and this older man told us that the museum was built by survivors of Holocaust that ended up living in Richmond many years later. He then told us to go into the video room and watch the video and then come back and they would tell us what to do from there. The video was of four survivors telling their reasons for building the museum and telling the stories of the Holocaust. The reason for the museum is because the survivors are getting older and they do not want people to forget about the tragedies that happened to the Jewish people so that history would never repeats itself. When the video finished we went back to the information desk and was given a book with a map in it and told which way to start the tour. As we walked down the hall it was a little scary because everything was dark until you got to certain parts of the rooms. In the first room (Dachau/Buchenwald) we went into it showed how the “prisoners” had to sleep. The bunks were from the floor to ceiling made out of wood and two to three people to each bunk they had no blankets or pillows. They looked as if they were sleeping on top of each other. A Nazi soldier stood with a gun aimed at them all the time. In another room it showed...
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...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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...Fear and Courage Anne Frank wrote what was life like hiding in an annex away from the Nazi’s invasion. The Diary of Anne Frank written by Frances Goodrich and Albert Hackett. Anne Frank hides away from the Holocaust and writes about it. The Nazi’s have come to invade Europe. Many Jews have been killed already. The Frank family and the Van Daan family have come into hiding in a secret annex hiding safely from the Holocaust. They hope that one day that they would be free. This is why I think that courage is created when there's fear and fear is created when there's injustice there trying to teach you that usually when there's injustice there's courage as well. Courage is created...
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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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...Take a moment to picture this in your mind: after being in the concentration camp where you’d starve, be mistreated, and abused, you hear rumors of foreign troops on their way to free you. Consequently, upon hearing this, the cruel Nazi leaders tried to move you all from the camp, where hundreds died on these death marches, and yet they still tried to destroy all the evidence of their crimes that they could. The soldiers came and freed all the people in the...
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...In the year of 1933, according to the United States Holocaust Memorial Museum, The Nazis, who came to power in Germany, had the belief that the Jewish members of society were racially inferior. With this thought in mind, the Nazi leader, Adolf Hitler, organized what would be known as The Final Solution. In 1933, the European population consisted of over nine million Jewish members. By the end of the Holocaust in 1945, the German-Nazi Party “killed nearly two out of every three European Jews” (United States Holocaust Memorial Museum, 2016). During the years of the Holocaust, the Jews, and other groups persecuted by the Nazi’s such as homosexuals and the mentally challenged, were forced into concentration camps where they would either be deemed...
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...The Holocaust was a state sponsored systematic genocide in world history that happened during World War II. About 11 million people were killed during the Holocaust, 6 million being the main target: Jews. Also, pretty much anyone who wasn't 100% German blood was also killed because they were perceived as "racial inferiority" so Polish people, Soviet prisoners of war, Blacks, Jehovah witness, the handicapped, homosexuals, etc. In 1933, there was about 9 million Jews, and 2 out of every 3 Jews were killed. Killing them was part of the "Final Solution", the plan to annihilate all Jewish people. In the 1930's Germany's conditions were not the best. The economic depression hit the country very hard, and lots of people became unemployed...
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...Penn State HIST 121 Term Paper 23 April 2014 Children of the Holocaust This research essay is about the devastating and gruesome incidents pertaining to the children of the holocaust. This essay will cover the unbelievable lives these children had to live and the horrible pain they had to undergo threw this war of extermination. They suffered losses of family, friends, and many became orphaned or homeless. The holocaust took the lives of about 6 million Jewish men, women, and children. There were about 1.6 million Jewish children consisting from infants to teens living in Europe around the start of World War 2. Only about 11 percent of this range of children made it through the war. A lot of the parents chose to hide their children so they would have a better chance of surviving. The Jewish children were extremely discriminated against and were terribly affected by the Holocaust. Jewish children, along with their families, experienced persecution of revocation of citizenship, reduction of food ration, confiscations, deprivation of schooling and restricted access to public institutions. Many people could not figure out why the Jewish children were hated, or why they had to be prisoners. These children were left homeless and many orphaned. They had seen the Nazis murder their parents, siblings, relatives, and close friends. They had to endure starvation, sickness, and awful labor and other brutal acts until they were sent to gas chambers at the camps. Hiding a child...
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...When the Holocaust started, no one believed it would be as horrid as it was. No one believed the rumors they were hearing until it was happening to them. Jews, homosexuals, Gypsies, and elderly people went through traumatic experiences and many were murdered in huge masses. The children of the Holocaust and the children of Holocaust survivors, however, suffered more physically and emotionally because they were given away, tortured, left alone, and put through many hardships. When the Nazis came into power in 1933, Jews were targeted from the very beginning. Laws were implemented and they had a severe impact on the lives of children. The laws restricted the number of Jewish children that could attend school, it banned children from many public...
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...despite of the different problems that life threw at her. Fumiko is the director of a small museum called Tokyo Holocaust Center in which they teach Japanese children about holocaust with the purpose of stopping that event from happening again and opening the eyes of the Japanese children about the effects of racism. She believed that it will be easier for her to teach these children about the event if she can show them some of the items from the event so, she tried to contact some of the museum and asked for a loan artifacts (Levine 11). Months later, she received a package from the Auschwitz museum which contains, shoes, child’s socks, child sweater, a can of Zyklon B poisonous can and one suitcase which has Hana Brady’s name and birthday (Levine 12). This was where her quest begun to gather information and to find out who Hana Brady is. It was not an easy task to find Hana. Holocaust happened decades ago that Fumiko thought that Hana might have a different name or lives in a different place, but these obstacles did not stop her from finding who this girl is. She sent countless letters and emails to museums, and eventually the closes information that she got were the pictures that Hana drew when she was in a concentration camp at Auschwitz where she also found out that Hana came from Terezin. She then decided that in order to solve the mystery of the owner of the suitcase, Fumiko had to go to Terezin herself (Levine 56). When she arrived there, it was not an easy task because there...
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...question applies to you, you step on to the line then step back away for the next question. Easy right? First q How many of you have the new Snoop Dog album? Everyone steps up to the line. How many of you have seen Boys in the Hood? Again everyone steps up to the line. How many of you live in the projects? Most of them go up to the line. How many of you know someone, a friend or relative, who was or is in juvenile hall or jail? Everyone steps up to the line. How many of you have been in juvenile hall or jail for any length of time? How many of you know where to get drugs right now? How many of you know someone in a gang? All of them step up to the line. How many of you are gang members? Noone goes up to the line, but their lying. Stand on the line if you’ve lost a friend to gang violence. The entire class goes and stands on the line. The students begin to realize that they are all the same…. They aren’t different at all, they’ve all had similar hurts and pains..and they begin to feel empathy for (empathize) one another. Stay on the line if you’ve lost more than one friend, three, four or more, o.k. I’d like us to pay our respects to those people now, wherever you...
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...Fascism in Germany The Holocaust was the mass murder or genocide of Jewish people, homosexuals, gypsies, blacks, and other minority groups. When the Holocaust is brought up, the most common question I’ve heard is “how did the German people get away with this, and why did anyone support them?” By the time the holocaust took place, a precedent to anti-Semitism was already historically present. In the late 19th century and early 20th century there was a strong presence of social Darwinism and a eugenicist world view, which declared certain types of people to be biologically better than other inferior groups. After the great depression hit Germany, it led to the idea of euthanizing the mentally ill, or physically disabled to save costs across the country. This opened the idea of euthanasia as a way to solve any problems with unwanted or undesirable people. By the time the Nazi party came to power the idea to preserve the valuable people, and rid the world of undesirable people was already common among society. Hitler was very open about his hatred for the Jewish people, but was careful to proceed slowly while introducing the hatred to fellow members of the Third Reich and other German citizens. It started with limits for the Jewish people, such as careers they could have, places they could go, assets they could have or obtain etc… Then the introduction of the Jewish Ghetto’s took place, to separate the unwanted people from the non-Jewish Germans. Several families would be forced...
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...MAED Capstone EDU 695 Ethel Stanford Instructor Kathleen Lunsford December 6, 2014 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...
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...The Arab-Israeli War of 1948 Looking back in time, it’s obvious that the Holocaust had an unflappable impact on the Eastern European Jewish population. A total of 5,962,129 European Jews were killed at the hands of Adolf Hitler and his crew of Nazi radicals. That left roughly 3.5 million survivors without family members, and a safe place to live. Life after the Holocaust was filled with fear and unknowingness for millions of Jews. According to the United States Holocaust Memorial Museum website, terror reigned upon the Jewish population even when the mass murders had subsided. “After liberation, many Jewish survivors feared to return to their former homes because of the anti-Semitism (hatred of Jews) that persisted in parts of Europe and the trauma they had suffered. Some who returned home feared for their lives. In postwar Poland, for example, there were a number of pogroms (violent anti-Jewish riots). The largest of these occurred in the town of Kielce in 1946 when Polish rioters killed at least 42 Jews and beat many others.” That description goes to show that safety was still a concern post-holocaust, and many survivors could not go back to their homes on the notion that they could be killed. One place that was considered a safe haven for Jewish refugees to start a new life was Palestine. Since Palestine was under British control, the Palestinian Arabs could do nothing but watch the Jewish migrants slowly take their land. By 1936, 30% of the population in Palestine comprised...
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...sites that may be interpreted by a group as commemorating conflict, trauma and disaster (Rico 2010), more specifically, Meskell deems that negative heritage is a conflicting site that becomes the repository of negative memory in the collective imaginary (Meskell 2002, 558). Unlike other heritage which can win widespread appreciation and permanent admiration, negative heritage refers to death, wars, religious conflicts and culture clashes. Controversies of negative heritage are often more salient than its values. This essay critically discusses to what degree negative heritage impacts society positively. First, the background of negative heritage will be demonstrated via introducing a famous example of negative heritage, then the reasons why negative heritage has a beneficial impact on society will be explored by analysing the example, finally...
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