Holocaust 1. Police Battalion 101: The Motivation for the Holocaust

Size: px
Start display at page:

Download "Holocaust 1. Police Battalion 101: The Motivation for the Holocaust"

Transcription

1 Holocaust 1 Police Battalion 101: The Motivation for the Holocaust 2006

2 Holocaust 2 The recent studies on Fascism and Holocaust have shifted their focus to the broad-based investigation of the events that led to the catastrophe to the examination of the motivation and activities of particular forces of the perpetrators. It is a matter of controversy whether it was Adolf Hitler s political maneuvering that resulted the killing of the six million people or the German people harbored anti-semitic feelings since generations and were waiting for a chance to give vent to their anger. Browning (1992) and Goldhagen (1996) both study the composition of the Reserve Police Battalion 101 and the behavior of the members to arrive at contradictory views about the motivation of the ordinary people who were recruited by the Nazi forces. While Goldhagen (1996) opined that the Germans had always been anti-semitic, which was why the members of the battalion went ahead and shot seventy eight Jews in the Polish village of Josefow even when given the chance of evading the killing with no major consequence, Browning (1992) uses the same evidence for establishing that it was peer pressure, rather than any inherent urge to kill Jews, that prompted the behavior. Browning notes that the German soldiers could have killed many more Jews in Josefow but limited to shot only seventyeight of the probable three hundred, the only killings for which the members of Battalion 101 were charged. Reserve Police Battalion 101 was a unit of the German Order Police formed in Hamburg. The Battalion, composed of 500 soldiers between the age of 30 and 40 hence too old to be conscripted in the army - was sent in 1939 to Poland for the purpose of invasion of that country. The members of the battalion, mostly lower class people from Hamburg, crossed over to Poland in September, rounded up Polish soldiers and military equipment and guarded a POW camp, before returning to Germany by the end of the

3 Holocaust 3 year. The battalion was sent once more to Poland, this time in a bid to deliberately expunge Poles, Jews and Gypsies. Although not much was known about the activities of Battalion 101, evidence that began to be unearthed from the 1960s showed that the members, after being sent again to Poland in 1941, after intensive training in Hamburg and being involved in the deportation of Jews to eastern Europe, for the purpose of roundup of Jews in the Polish district of Lublin. In mid-1942, the battalion was utilized in the mass shooting of Jewish civilians, known as the Final Solution. In Poland, the Battalion killed 38,000 Jews and deported 45,000 others. The main argument that Goldhagen presents is that the chief trait of the German character during the Second World War was that of nationality. It was the German people s hatred of the Jews that resulted in the cruelty of the Holocaust and Hitler s SS was simply instrumental in mobilizing the people s feelings. Goldhagen (1996) writes, "The most appropriate, indeed the only appropriate general proper name for the Germans who perpetrated the Holocaust is 'Germans.' They were Germans acting in the name of Germany and its highly popular leader, Adolf Hitler" (1996, page 6). Disregarding the effects of economic depression and the fallout of the Versailles treaty, Goldhagen (1996) maintains that antisemitism moved many thousands of 'ordinary' Germans--and would have moved millions more, had they been appropriately positioned--to slaughter Jews. Not economic hardship, not the coercive means of a totalitarian state, not social psychological pressure, not invariable psychological propensities, but ideas about Jews that were pervasive in Germany, and had been for decades, induced ordinary

4 Holocaust 4 Germans to kill unarmed, defenseless Jewish men, women, and children by the thousands, systematically and without pity" (1996). This makes Goldhagen (1996) conclude that "Virtually no evidence exists to contradict the notion that the intense and ubiquitous public declaration of anti-semitism [in Nazi propaganda] was mirrored in people's private beliefs". This does not explain why fascism spread to other European countries like Italy and Spain as well. Besides, Browning, in the foreword of the 1998 edition of the book, refutes Goldhagens thesis by stating that a large number of Nazi recruits had non- Germanic roots. Also, the nationality angle also does not show explain why Hitler and his SS targeting other minorities, like the Gypsies, apart from the Jews. Goldhagen (1996), however, does not define who the ordinary German is. Typically, the recruits of the Nazi forces, as that of the Reserve Police Battalion 101, are lower class people the petty-bourgeoisie - who were earlier mobilized by the socialist labor movement but by the early twentieth century, was left leaderless in the face of acute economic downturn. The bourgeoisie the bankers, most prominently - incidentally, was composed of mostly Jews, whom the ordinary Germans resented. Hitler maneuvered this hatred successfully, thereby assuming power without exerting violent force, as Golhagen (1996) acknowledges (North, 1997). In Goldhagen s (1996), thesis, he argues that percent of Germans would have partook in the killing of the Jews, disagreeing Browning s (1992) view that percent of German battalions refused to kill. Goldhagen (1996) uses the Battalion 101 as

5 Holocaust 5 a case study to show the men s incessant volunteering to kill and, on the other, the failure of the men to avail themselves of the opportunities to avoid killing. According to Goldhagen, most of the members of Battalion 101 were over the age of 30 and hence mature enough to understand the implications of the killing and also harboring hatred for the Jews because of the own tortuous economic experience back home. The soldiers are described as not the wide-eyed youngsters ready to believe what they were told..these were mature men who had life experience, who had families and children. The overwhelming majority of them had reached adulthood before the Nazis ascended to power. They had known other political dispensation, had lived in other ideological climates (1996). Goldhagen (1996) studies the photographic evidence from the Battalion 101. Many of the members took photographs of the killings they committed to keep as souvenirs. The soldiers glee at the killing, which the photographs, are supposed to be proof of, is taken as sufficient evidence of their involvement. Goldhagen describes the openness about their genocidal slaughtering-making it available to the view of so many other German men and women who happened to be stationed in Poland. These Germans willingness to make an extensive photographic record of their deeds, including their killing operations, in which they appear with cheerful and proud demeanors as men entirely comfortable with their environment (1996) Browning (1992) interprets the composition of the battalion in a different way. For him, the members of the battalion, eager to overcome their economic status and

6 Holocaust 6 succumbing to peer pressure, obeyed orders. The Battalion 101 killed Polish Jews not by themselves but with active help from the Poles, who collaborated in the Final Solution and helped them track down Jews Often unwilling to make accusatory statements about their comrades or to be truthful about themselves, these men must have found considerable psychological relief in sharing blame with the Poles (1992). The Poles showed the battalion the Jewish hideouts. Browning uses the soldiers testimonies to show that they did not know what they were doing. As one soldier said later, I made the effort, and it was possible for me, to shoot only children. It so happened that the mothers led the children by the hand. My neighbor then shot the mother and I shot the child that belonged to her, because I reasoned with myself that after all without its mother the child could not live any longer. It was supposed to be, so to speak, soothing to my conscience to release children unable to live without their mothers. (Browning, 1992) Another testimony said, The shooting of the men was so repugnant to me that I missed the fourth man. It was simply no longer possible for me to aim accurately. I suddenly felt nauseous and ran away from the shooting site...i then ran into the woods, vomited and sat down against a tree...my nerves were totally finished. (Browning, 1992) The members of Battalion 101, as Browning finds, were policemen, traders, dock or construction workers, truck drivers, machine operators and so on before the war. Only a handful of them were members of the Nazi party. The eagerness to conform to rules as a

7 Holocaust 7 means of taking advantage in the careers was reinforced by the leaders anti-rhetoric rhetoric. The Jews were portrayed as evil men, responsible for the killing of German women and children. It was not battlefield frenzy that is usually whipped up during times of war that made the Battalion 101 kill hundreds of people. The process of dehumanization, that the Nazi leaders were able to indoctrinate the soldiers into, made them pull the trigger against all Jews in Poland. They considered the killings not as killings but as actions and resettlements on the orders of the commanders in this case that of Major Trapp, who himself suffered pangs of guilt later, as Browning (1992) shows from his testimonies recorded later (Reich, 1992). Although Goldhagen (1996) and Browning (1992) interpreted the testimonies of the soldiers of the Batallion 101, the motivations for the killings that led to the Final Solution in Poland was perhaps a combination of both theories. Anti-Semitic feelings had been developing in Germany since a long time before the Second World War but it may be a little simplistic to theorize that such feelings were the inherent nature of all Germans. Rather, political and economic developments in Germany since the late nineteenth century had provoked the anti-semitic hysteria. This feeling of victimization was effectively used by Hitler and the Nazi Party, who rekindled urge in Germans to snatch back their won rights. The killings that the soldiers that of Battalion 101 not the least of them were a result of such herd mentality, reinforced by peer pressure.

8 Holocaust 8 Work Cited Browning, Christopher R., Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland. New York: Harper Perennial Reissue edition Harper Collins, 1998 Goldhagen, Daniel Jonah, Hitler's Willing Executioners: Ordinary Germans and the Holocaust. New York: Alfred A. Knopf, 1996 North, David, A Critical View of Daniel Goldhagen s Hitler s Willing Executioners, lecture at the national secretary of the Socialist Equality Party in the United States, at Michigan State University in East Lansing, 1997, retrieved on March 13, 2006 from Reich, Walter, The Men Who Pulled the Triggers, New York Times, April 12, 1992

Adolf Hitler. The man that did the unthinkable

Adolf Hitler. The man that did the unthinkable Adolf Hitler The man that did the unthinkable Hitler s Childhood Born on April 20 th 1889 His hometown is the Austrian town of Braunau His Mother was a housemaid while his father was an Austrian Custom

More information

AN ASSEMBLY FOR HOLOCAUST MEMORIAL DAY 2016

AN ASSEMBLY FOR HOLOCAUST MEMORIAL DAY 2016 AN ASSEMBLY FOR HOLOCAUST MEMORIAL DAY 2016 This assembly has been designed for any secondary aged students (ages 11-18) and ideally would take place on 27 January Holocaust Memorial Day. We recommend

More information

Social Studies. Directions: Complete the following questions using the link listed below.

Social Studies. Directions: Complete the following questions using the link listed below. Social Studies Name: Directions: Complete the following questions using the link listed below. Questions 1-8: http://www.biography.com/people/adolf-hitler-9340144 (Pages 1-2) Questions 9-17: http://www.history.com/topics/world-war-ii/adolf-hitler

More information

INTRODUCTION TO THE HOLOCAUST

INTRODUCTION TO THE HOLOCAUST INTRODUCTION TO THE HOLOCAUST Jews from Subcarpathian Rus undergo a selection on the ramp at Auschwitz-Birkenau. (Credit: US Holocaust Memorial Museum, courtesy of Yad Vashem) The Holocaust was the systematic,

More information

Nazi Ideas about Race and Religion

Nazi Ideas about Race and Religion Nazi Ideas about Race and Religion Nazi Germany This icon indicates the slide contains activities created in Flash. These activities are not editable. 1 of 25 For more detailed instructions, see the Getting

More information

The Treaty of Versailles

The Treaty of Versailles Payback For WWI The Treaty of Versailles The Treaty of Versailles After WWI, the League of Nations made Germany sign the Treaty of Versailles. Germany didn t have any choice whether to sign it or not.

More information

Armin T. Wegner. Intellectual, Doctor in Law, Photographer, Writer, Poet, Civil Rights Defender, and Eyewitness to the Armenian Genocide

Armin T. Wegner. Intellectual, Doctor in Law, Photographer, Writer, Poet, Civil Rights Defender, and Eyewitness to the Armenian Genocide Armin T. Wegner Intellectual, Doctor in Law, Photographer, Writer, Poet, Civil Rights Defender, and Eyewitness to the Armenian Genocide The photos of Armin T. Wegner are among the few that capture the

More information

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2:

WORLD WAR 2 Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: 1. The Treaty of Versailles, ending World War 1, was particularly harsh on Germany and

More information

Introduction to the Holocaust, Analyzing Propaganda from the Exhibit

Introduction to the Holocaust, Analyzing Propaganda from the Exhibit State of Deception: The Power of Nazi Propaganda LESSON 1 Introduction to the Holocaust, Analyzing Propaganda from the Exhibit Lesson Overview: Lesson 1 is designed to prepare your students for a visit

More information

Socratic Questioning

Socratic Questioning The Thinker s Guide to The Art of Socratic Questioning Based on Critical Thinking Concepts & Tools By Dr. Richard Paul and Dr. Linda Elder A Companion to: The Thinkers Guide to Analytic Thinking The Art

More information

The Polish Experience During World War II

The Polish Experience During World War II The Polish Experience During World War II Meg Heubeck- UVA Center for Politics Polish Perspectives How does fear affect one s acceptance of authority? Poland and its neighbors during WWII Emily Grannis-

More information

Man s Search For Meaning

Man s Search For Meaning Man s Search For Meaning Fourth Edition By Viktor E. Frankl Organizational Patterns This book is divided into two parts. Part One is called Experiences in a Concentration Camp and Part Two is called Logotherapy

More information

Lesson Plan: Citizenship

Lesson Plan: Citizenship Key Concepts: Rights Responsibilities Bystander Patriotism Democracy Materials: White board, chalkboard, overhead projector, or easel with chart paper Downloadable testimony clips: Testimony - TV and DVD

More information

Document Based Questions (DBQs) AP European History Magister Ricard

Document Based Questions (DBQs) AP European History Magister Ricard As we wind down the year, we are going to be reviewing while also finalizing our preparation for the AP Exam on May 6 th. One of the last skills you will need to have is writing essays from DBQs or Document

More information

7. The Holocaust by Bullets

7. The Holocaust by Bullets 7. The Holocaust by Bullets A German policeman aims his rifle at a woman and her child, Ivangorod, Ukraine, 1942. Photo Credit: United States Holocaust Memorial Museum The views or opinions expressed in

More information

HISTORY 105 01 22373. Topics in History: Why Hitler?

HISTORY 105 01 22373. Topics in History: Why Hitler? HISTORY 105 01 22373 Topics in History: Why Hitler? Prof. Hatfield Spring Semester 2011-2012 Office: 210 Buckman 105 Buckman - TR 12:30-1:45 Phone: 3290 Staying in Touch Generally I am on campus only on

More information

A Hollow Shell. 10 th Grade Exemplar Essay: Response to Literature

A Hollow Shell. 10 th Grade Exemplar Essay: Response to Literature 10 th Grade Exemplar Essay: Response to Literature Introduction orients the reader. Writer provides a perceptive analysis of the text that integrates summary. Writer links credible evidence to the thesis

More information

Differing Views of Australia's Involvement in the Vietnam War

Differing Views of Australia's Involvement in the Vietnam War Differing Views of Australia's Involvement in the Vietnam War XXXXXX XXXXXXX Australia 16th of May 1970 Appropriate letter writing formation Dear Granddad, I understand why you believe I should do my duty

More information

Men from the British Empire in the First World War

Men from the British Empire in the First World War In 1914, Britain ruled over one quarter of the world s surface area and 434 million people. This was known as the British Empire. When war broke out, Britain was desperate for men to fight. Unlike France,

More information

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above).

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need

More information

Daniel s Story by Carol Matas

Daniel s Story by Carol Matas Daniel s Story by Carol Matas TABLE of CONTENTS Teachers Resources: Introduction...................................................... 2 Suggestions for Using the Unit.......................................

More information

America on the World Stage Teacher Scholars Program

America on the World Stage Teacher Scholars Program Title: The Role of Women on the Homefront in World War II Key Words: World War II, homefront, war industry Grade Level: 7 th Grade, US History Part II Time Allotted: 90 minutes Lesson Overview Guiding

More information

Helping People with Mental Illness

Helping People with Mental Illness Helping People with Mental Illness A Mental Health Training Programme for Community Health Workers Module E Helping Families Cope with Mental Health Problems Page 1 About this course Helping People with

More information

Deadly Medicine: Creating the Master Race

Deadly Medicine: Creating the Master Race Deadly Medicine: Creating the Master Race March 13 to July 19, 2009 The mentally handicapped and the mentally ill are a cost factor. In Nazi Germany those that were deemed incurable were registered with

More information

Methodological Considerations

Methodological Considerations Methodological Considerations 10 Guidelines to evaluate materials to use when teaching about the Holocaust. Chadron Conference United States Holocaust Memorial Museum Rationale for Teaching the Holocaust

More information

LESSON TITLE: Jesus is the Way, the Truth, and the Life

LESSON TITLE: Jesus is the Way, the Truth, and the Life Devotion NT271 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Jesus is the Way, the Truth, and the Life THEME: We can always trust Jesus. SCRIPTURE: John 14:1-6 Dear Parents Welcome to Bible Time

More information

This cartoon by Eric Godal (1899-1969) appeared in Ken magazine on April 7, 1938. It was published just days after the Roosevelt administration

This cartoon by Eric Godal (1899-1969) appeared in Ken magazine on April 7, 1938. It was published just days after the Roosevelt administration This cartoon by Eric Godal (1899-1969) appeared in Ken magazine on April 7, 1938. It was published just days after the Roosevelt administration announced that it was inviting 33 countries to send representatives

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

AP EUROPEAN HISTORY 2006 SCORING GUIDELINES. Question 7

AP EUROPEAN HISTORY 2006 SCORING GUIDELINES. Question 7 AP EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 7 Considering the period 1933 to 1945, analyze the economic, diplomatic, and military reasons for Germany s defeat in the Second World War. 9 6: Stronger

More information

Rebellion Against Police Violence. Towards Community Defense, Dual Power and Revolution

Rebellion Against Police Violence. Towards Community Defense, Dual Power and Revolution Rebellion Against Police Violence Towards Community Defense, Dual Power and Revolution Introduction The murder of Mike Brown at the hands of a police officer in Ferguson, MO evoked rage among the people,

More information

KOREAN WAR PROPAGANDA

KOREAN WAR PROPAGANDA KOREAN WAR PROPAGANDA GRADES: 9-12 AUTHOR: Melony Sanford SUBJECT: World History TIME REQUIRED: One class period OBJECTIVES: 1. Students will define propaganda. 2. Students will learn to distinguish between

More information

EXAMPLE CIS CITIZENSHIP INTERVIEW/TEST

EXAMPLE CIS CITIZENSHIP INTERVIEW/TEST EXAMPLE CIS CITIZENSHIP INTERVIEW/TEST This exercise shows how a typical CIS interview/test might be conducted. The purpose of this sample is to give citizenship applicants an idea of the general steps

More information

World War II. Propaganda

World War II. Propaganda World War II Propaganda Propaganda definition: information that is spread for the purpose of promoting some cause In WWII, propaganda was used more than any other time this world has seen. With new technological

More information

The Influence of the Treaty of Versailles on World War II. The Treaty of Versailles, drafted and passed after World War I, was a document

The Influence of the Treaty of Versailles on World War II. The Treaty of Versailles, drafted and passed after World War I, was a document The Influence of the Treaty of Versailles on World War II The Treaty of Versailles, drafted and passed after World War I, was a document that addressed the state of the international community in response

More information

Although the dominant military confrontations of the 20 th century were centered on the

Although the dominant military confrontations of the 20 th century were centered on the To what extent were the policies of the United States responsible for the outbreak and development of the Cold War between 1945 and 1949? Although the dominant military confrontations of the 20 th century

More information

Joseph Goebbels and nazi propaganda

Joseph Goebbels and nazi propaganda Joseph Goebbels and nazi propaganda Ein Volk, ein Reich, ein Führer Fuhrer command, we will follow! The Jews are our Misfortune. catch-the-thief Germany, the Saviour We are true fighters of God 18.11.2008

More information

International Relations. Simulation: The Treaty of Versailles This activity accompanies slide 15 of The Treaty of Versailles (part 1).

International Relations. Simulation: The Treaty of Versailles This activity accompanies slide 15 of The Treaty of Versailles (part 1). Name: Simulation: The Treaty of Versailles This activity accompanies slide 15 of The Treaty of Versailles (part 1).ppt Instructions You are going to take part in a simulation of the Versailles negotiations.

More information

Segment 1: For the Record. State at the beginning of the interview:

Segment 1: For the Record. State at the beginning of the interview: Oral History Interview for Ms. Florence Finch, Ithaca, New York, 2007 (SPAR, Medal of Freedom recipient, worked in Gen. MacArthur s intel division in Philippines) Segment 1: For the Record State at the

More information

When they came for me, there was no one left to speak up.

When they came for me, there was no one left to speak up. When they came for me, there was no one left to speak up. A Lesson Plan from the Education Department of the The National World War II Museum The National World War II Museum 945 Magazine Street New Orleans,

More information

PRAYING FOR OTHER PEOPLE

PRAYING FOR OTHER PEOPLE PRAYING FOR OTHER PEOPLE SESSION ONE HOW TO PRAY FOR OTHER PEOPLE When friends get together, they talk about their problems. Sometimes your friends will share with you about their own personal difficulties

More information

Rome: Rise and Fall Of An Empire: Julius Caesar (Disc 1.3)

Rome: Rise and Fall Of An Empire: Julius Caesar (Disc 1.3) 1 Name Date 1. What was the condition of Rome when Julius Caesar was born in 100 B.C.E.? 2. Why was Young Caesar kidnapped? 3. What kind of captor was Caesar? 4. How and why did Caesar enter politics in

More information

Case Study: Multiple Personalities [URL: MultiplePersonalities]

Case Study: Multiple Personalities [URL: MultiplePersonalities] January 20, 2002 [Chapter 1] Case Study: Multiple Personalities [URL: MultiplePersonalities] LEVEL: 9 SECTIONS (& perhaps subsections): I The Concept of MPD/DID II Controversies A Name B Existence III

More information

A. Poland, Bulgaria, Soviet Union B. France, Spain, Manchuria C. Italy, United States, Japan D. Germany, Italy, Japan

A. Poland, Bulgaria, Soviet Union B. France, Spain, Manchuria C. Italy, United States, Japan D. Germany, Italy, Japan Social Studies Quiz World War II & the Cold War Name Date Read each of the following questions/statements carefully and circle the letter representing the best answer choice. 1. Which was an effect of

More information

WELCOME TO GOD S FAMILY

WELCOME TO GOD S FAMILY WELCOME TO GOD S FAMILY To all who received him, to those who believed in his name, he gave the right to become children of God children born not of natural descent, nor of human decision or a husband

More information

STUDY GUIDE: JEANNINE BURK

STUDY GUIDE: JEANNINE BURK STUDY GUIDE: JEANNINE BURK BACKGROUND Jeannine Burk (Rasalowicz) was born in Brussels, Belgium, on September 15, 1939, two weeks after Hitler invaded Poland and World War II began. The Jewish people had

More information

Self-Guided Core Values Assessment

Self-Guided Core Values Assessment Self-Guided Core Values Assessment Introduction The Center for Ethical Leadership believes that an ethical leader is a person who acts with integrity. We define ethical leadership as: knowing your core

More information

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities

Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities Table of Contents Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities 1. How the United States Became a World Power 1 2. Immigration 5 3. The Role of

More information

SUMMARY The Estonian Military Technical School (1920 1923, 1936 1940). Surveys, memoirs and documents

SUMMARY The Estonian Military Technical School (1920 1923, 1936 1940). Surveys, memoirs and documents SUMMARY The Estonian Military Technical School (1920 1923, 1936 1940). Surveys, memoirs and documents The present publication is compiled from the memoirs and articles of officers who studied or served

More information

CHILDREN OF THE HOLOCAUST

CHILDREN OF THE HOLOCAUST CHILDREN OF THE HOLOCAUST Who Were They? They were young, they had dreams, but they faced a world turned upside down. The events of the Holocaust stole the dreams and childhoods of many. Many were forced

More information

origins of such a disastrous global conflict. Understanding the causes of such a drastic event will

origins of such a disastrous global conflict. Understanding the causes of such a drastic event will Assess the importance of each of the following as causes of the Second World War: treaties; economic factors; ideology. World War II is one of the most studied events in history in terms of understanding

More information

3. What are Archie s views on confession? He sees confession as something that a person does just to do it. He doesn t get anything out of it.

3. What are Archie s views on confession? He sees confession as something that a person does just to do it. He doesn t get anything out of it. Answer key for The Chocolate War Chapter 1 1. Why does Jerry take the beating at football practice? Why is he pleased with himself? He takes the beating because he doesn t want to look weak. He is pleased

More information

Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW

Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of

More information

Research Project: Religion and Politics in Communist Hungary, 1948-1964

Research Project: Religion and Politics in Communist Hungary, 1948-1964 Nicolas Bauquet, march 2005 Research Project: Religion and Politics in Communist Hungary, 1948-1964 I started my PhD research in September 2002 to elucidate the relationships between religion and politics

More information

Doctor Visits. How Much to Participate

Doctor Visits. How Much to Participate Family Caregiver Guide Doctor Visits Caregiving involves not only major crises, but also routine experiences like going to the doctor. HIPAA is a federal law that protects patient privacy, while allowing

More information

WORLD WAR I. A Social Studies Unit by Jami Hodges

WORLD WAR I. A Social Studies Unit by Jami Hodges WORLD WAR I A Social Studies Unit by Jami Hodges On June 28, 1914, Archduke Francis Ferdinand (heir to the Austrian- Hungarian throne) was assassinated during a visit to Sarajevo. At the time of the assassination,

More information

Modern European History courses, fall 2008 B226 Mafia and other Italian mysteries Carl Ipsen T, Th 2:30-3:45

Modern European History courses, fall 2008 B226 Mafia and other Italian mysteries Carl Ipsen T, Th 2:30-3:45 Modern European History courses, fall 2008 B226 Mafia and other Italian mysteries Carl Ipsen T, Th 2:30-3:45 B323 The Holocaust Mark Roseman M, W 1:25-2:15; plus discussion B357 Modern France Rebecca Spang

More information

SELECTED WORLD EVENTS

SELECTED WORLD EVENTS 1879 March 14 born in Ulm, Germany, in Bavaria 1880-1894 school in Munich 1881 sister Maja born EINSTEIN S LIFE 1889 begins reading physics, math, and philosophy on his own 1894 joins family in Italy 1895

More information

How To Help The Bruundi Red Cross

How To Help The Bruundi Red Cross Behind the face Fundamental Principles in action Testimonies from employees and volunteers of the Burundi Red Cross in response to the crisis June 2015 Introduction It has been more than a month since

More information

Being Legal in the Czech Republic: One American s Bureaucratic Odyssey

Being Legal in the Czech Republic: One American s Bureaucratic Odyssey February 2008 Being Legal in the Czech Republic: One American s Bureaucratic Odyssey Abstract: This article is the first-person testimony of an American citizen living in the Czech Republic for over ten

More information

ANNUAL REPORT ON THE HOLOCAUST VICTIMS INSURANCE ACT, FOR THE YEARS 2006 AND 2007 BY THE MARYLAND INSURANCE ADMINISTRATION

ANNUAL REPORT ON THE HOLOCAUST VICTIMS INSURANCE ACT, FOR THE YEARS 2006 AND 2007 BY THE MARYLAND INSURANCE ADMINISTRATION ANNUAL REPORT ON THE HOLOCAUST VICTIMS INSURANCE ACT, CHAPTER 117 OF THE LAWS OF 1999, FOR THE YEARS 2006 AND 2007 BY THE MARYLAND INSURANCE ADMINISTRATION I INTRODUCTION During the 1999 Session, the Maryland

More information

Chapter Five Socialization. Human Development: Biology and Society. Social Isolation

Chapter Five Socialization. Human Development: Biology and Society. Social Isolation Chapter Five Socialization Socialization is the lifelong process of social interaction through which individuals acquire a self-identify and the physical, mental, and social skills needed for survival

More information

In 1939, Jack Mandelbaum s family

In 1939, Jack Mandelbaum s family by Andrea Warren Reading Level (Lexile) 820L Format/Length Chapter book, 146 pages Picture Support Some photographs with captions Language Register Biographical, historical Content Load Historical, World

More information

How To Help Veterans In College

How To Help Veterans In College Houston Community College Veteran Students On Campus Dr. Sabrina Y. Lewis- Jones Director, Veterans Affairs July 15, 2015 Preview Informa.on regarding Veterans Combat stressors From Civilian to Soldier

More information

FOUNDATION STUDY GUIDE

FOUNDATION STUDY GUIDE MEDIA EDUCATION FOUNDATION STUDY GUIDE RETURNING FIRE Interventions in Video Game Culture A Film by Roger Stahl Study Guide by Jason Young 2 CONTENTS Note to Educators.3 Program Overview...3 Introduction......4

More information

NATIONAL REPORT 2007/2008 DENMARK

NATIONAL REPORT 2007/2008 DENMARK NATIONAL REPORT 2007/2008 DENMARK INTRODUCTION All initiatives by the Danish Armed Forces (DAF) in connection with new policies, recruitment, retention, training and career development are based on equality

More information

Propaganda and Persuasive Techniques. What is it? What does it do?

Propaganda and Persuasive Techniques. What is it? What does it do? Propaganda and Persuasive Techniques What is it? What does it do? What is propaganda? The process of spreading ideas, information, or rumor to help or hurt a known cause, political system, or view Ideas,

More information

Unit 4 Lesson 8 The Qin and Han Dynasties

Unit 4 Lesson 8 The Qin and Han Dynasties Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper

More information

ECONOMIC MIGRATIONS OF THE POLES. Report by Work Service S.A.

ECONOMIC MIGRATIONS OF THE POLES. Report by Work Service S.A. ECONOMIC MIGRATIONS OF THE POLES Report by Work Service S.A. TABLE OF CONTENTS INTRODUCTION 3 THE REPORT IN NUMBERS 4 PREFERRED COUNTRIES OF EMIGRATION 5 THOSE CONSIDERING ECONOMIC EMIGRATION 6 REASONS

More information

Patriotic Appeals This tool involves using patriotic language or symbols to appeal to people s national pride.

Patriotic Appeals This tool involves using patriotic language or symbols to appeal to people s national pride. Student Handout #1 Propaganda Objectives and Tools Common Objectives of Wartime Propaganda 1. Recruitment of soldiers or other wartime personnel, either through a draft or voluntary enlistment 2. Financing

More information

You are a historian, you work in the Museum, but you also have an interest in the city of Oświęcim. Where does that interest come from?

You are a historian, you work in the Museum, but you also have an interest in the city of Oświęcim. Where does that interest come from? The People of Oświęcim During the War You are a historian, you work in the Museum, but you also have an interest in the city of Oświęcim. Where does that interest come from? I deal with the history of

More information

11.) France and the U.S. had a special. A.) independence B.) freedom C.) relationship D.) gift

11.) France and the U.S. had a special. A.) independence B.) freedom C.) relationship D.) gift 8 th Form Olympiad 2013 Round I Listening Comprehension Section 1 Directions: Listen to the story, The Statue of Liberty, and mark True (+) or False (-) next to the number. 1.) Twelve people can stand

More information

Pre-AP English I, Period Of Mice and Men Study Guide. Literary Terms

Pre-AP English I, Period Of Mice and Men Study Guide. Literary Terms Name Pre-AP English I, Period Of Mice and Men Study Guide Date Literary Terms CHARACTERIZATION: Find an example of Steinbeck's use of characterization to describe three of the following characters. Then

More information

What is a hero? a traitor?

What is a hero? a traitor? Paula Farthing Connersville Middle School 8 th Grade History Benedict Arnold Persuasive Essay Overview: Benedict Arnold continues to be one of the most controversial characters in American History. He

More information

World History Course Summary Department: Social Studies. Semester 1

World History Course Summary Department: Social Studies. Semester 1 World History Course Summary Department: Social Studies All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors

More information

5- Why did the Shogun rule Japan?

5- Why did the Shogun rule Japan? Global History and Geography I The Rise of Feudalism in Japan Name: The emperor was an important political and religious figure in Japan. However, by the 1100s, the emperor s power was so weakened that

More information

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence?

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence? Lesson Plan Central Historical Question: Why did the Founders write the? Materials: Copies of Two Historians Interpretations Copies of Declaration Preamble worksheet Copies of Declaration of Independece

More information

Locke s psychological theory of personal identity

Locke s psychological theory of personal identity Locke s psychological theory of personal identity phil 20208 Jeff Speaks October 3, 2006 1 Identity, diversity, and kinds............................. 1 2 Personal identity...................................

More information

AN INTRODUCTION TO SOCIOLOGICAL THEORIES

AN INTRODUCTION TO SOCIOLOGICAL THEORIES An Introduction to Sociological Theories 1 1 AN INTRODUCTION TO SOCIOLOGICAL THEORIES Introduction Humans are social beings. Whether we like it or not, nearly everything we do in our lives takes place

More information

Immigration. The United States of America has long been the world s chief receiving

Immigration. The United States of America has long been the world s chief receiving Non-fiction: Immigration Immigration The United States of America has long been the world s chief receiving nation for immigrants. An immigrant is a person who leaves his/her country to settle and remain

More information

Presented by: Deborah Bourne C/O Hope Enterprises Ltd. 25 Burlington Ave., KGN 10, Jamaica W.I

Presented by: Deborah Bourne C/O Hope Enterprises Ltd. 25 Burlington Ave., KGN 10, Jamaica W.I Findings and methodological and ethical challenges involved in conducting the FHI study Early Sexual Debut, Sexual Violence, and Sexual Risk-taking among Pregnant Adolescents and Their Peers in Jamaica

More information

Social & Political Philosophy. Karl Marx (1818-1883) Economic and Philosophic Manuscripts of 1844

Social & Political Philosophy. Karl Marx (1818-1883) Economic and Philosophic Manuscripts of 1844 Marx 1 Karl Marx (1818-1883) Economic and Philosophic Manuscripts of 1844 Estranged Labor Marx lays out here his theory on the alienation of labor Marx s thesis would advance the view put forth by Rousseau

More information

Chapter 18: Emotional and Social Development in Late Adulthood

Chapter 18: Emotional and Social Development in Late Adulthood Chapter 18: Emotional and Social Development in Late Adulthood 18.1 Describe Erikson s stage of ego integrity versus despair. (p. 604) 18.2 Discuss Peck s tasks of ego integrity, Joan Erikson s stage of

More information

Tom s Reflective Log. My Work Placement at ACME Community School. Week 1

Tom s Reflective Log. My Work Placement at ACME Community School. Week 1 Tom s Reflective Log My Work Placement at ACME Community School Week 1 The school I chose to work at was ACME Community School. The school is open 7 days a week and is very popular in the local area and

More information

RESOLUTION. Protection and Integration of Young Refugees in Europe COUNCIL OF MEMBERS/ EXTRAORDINARY GENERAL ASSEMBLY

RESOLUTION. Protection and Integration of Young Refugees in Europe COUNCIL OF MEMBERS/ EXTRAORDINARY GENERAL ASSEMBLY RESOLUTION Protection and Integration of Young Refugees in Europe COUNCIL OF MEMBERS/ EXTRAORDINARY GENERAL ASSEMBLY MADRID, SPAIN, 27-28 NOVEMBER 2015 1 Introduction The on-going war in Syria since 2011

More information

No Taxation Without Representation!! Actions that led to the Revolutionary War

No Taxation Without Representation!! Actions that led to the Revolutionary War No Taxation Without Representation!! Actions that led to the Revolutionary War Raising Taxes The French and Indian War had caused the British to be in a great deal of debt. They decided to keep a standing

More information

The Role of the Churches: Compliance and Confrontation Victoria J. Barnett

The Role of the Churches: Compliance and Confrontation Victoria J. Barnett The Role of the Churches: Compliance and Confrontation Victoria J. Barnett The list of bystanders those who declined to challenge the Third Reich in any way that emerges from any study of the Holocaust

More information

The Role of Government

The Role of Government The Role of Government Imagine for a moment living under a government that possessed unlimited and undefined powers, such as Communist China or Nazi Germany. What rights do you have now that you think

More information

DIRECT COMPENSATION PROGRAMS. August 6, 2015/21 Av 5775. Dear Friends:

DIRECT COMPENSATION PROGRAMS. August 6, 2015/21 Av 5775. Dear Friends: August 6, 2015/21 Av 5775 Dear Friends: Following the recent annual meeting several weeks ago of the Board of Directors of the Conference on Jewish Material Claims Against Germany ( Claims Conference ),

More information

distinguished guests,

distinguished guests, Toespraak van de minister van Defensie, E. van Middelkoop, ter gelegenheid van de herdenking op de Amerikaanse militaire begraafplaats Margraten op 30 mei 2010 te Margraten. Let op: Alleen gesproken woord

More information

Acts 11 : 1-18 Sermon

Acts 11 : 1-18 Sermon Acts 11 : 1-18 Sermon Imagine a church being riven apart by different personalities leading different groups each trying to pull it in different directions. Imagine a church whose future is threatened

More information

Discipleship Letters from John's Letters Appendix 1. Lesson Handouts

Discipleship Letters from John's Letters Appendix 1. Lesson Handouts Discipleship Letters from John's Letters Appendix 1. Lesson Handouts If you re working with a class or small group, feel free to duplicate the following handouts for your local group at no charge. Each

More information

ENGLISH LITERATURE Candidate Style Answers: An Inspector Calls J. B. Priestley

ENGLISH LITERATURE Candidate Style Answers: An Inspector Calls J. B. Priestley GCSE (9 1) Topic Exploration Pack J352 ENGLISH LITERATURE Candidate Style Answers: An Inspector Calls J. B. Priestley August 2015 Contents Script A Level 5 3 Script B Level 4 7 Script C Level 3 12 Script

More information

Comparison Paper: Learning to Listen, Learning to Teach and An Adult Education. Critique of HRD. Neil Hokanson. University of Wyoming

Comparison Paper: Learning to Listen, Learning to Teach and An Adult Education. Critique of HRD. Neil Hokanson. University of Wyoming Comparison Paper: Learning to Listen, Learning to Teach and An Adult Education Critique of HRD Neil Hokanson University of Wyoming ITEC 5240, Summer 2005 Professor Keith Armstrong Introduction In Jane

More information

Killing And Letting Die

Killing And Letting Die [This essay originally appeared in the Encyclopedia of Ethics, 2nd edition, ed. Lawrence Becker and Charlotte Becker (New York: Routledge, 2001), vol. 2, pp. 947-50.] Killing And Letting Die Is it worse

More information

Children Speak Classroom Lessons

Children Speak Classroom Lessons Children Speak Classroom Lessons Rationale: The purpose of these lessons is to explore the stories of four survivors who were children in Europe during the Holocaust, as presented in the Shoah Foundation

More information

List of Contents. Foreword Acknowledgements. Introduction 1

List of Contents. Foreword Acknowledgements. Introduction 1 Foreword Acknowledgements List of Contents Introduction 1 About this book 1 Research on antisemitism some aspects of the state of the art 19 How I became a researcher on antisemitism 32 Part One) Antisemitism

More information

תילגנאב תורגבה תניחב ןורתפ

תילגנאב תורגבה תניחב ןורתפ פתרון בחינת הבגרות באנגלית ו' שאלון (MODULE F) 416 מספרי השאלון: 016117, מוגש על ידי: ענת זהבי, אסתי אילן וארז צרפתי מורים לאנגלית ברשת בתי הספר של יואל גבע הערות:.1.2.3 התשובות המוצעות כאן הן ביחס ליצירות

More information

RIT: Its Future - Its Past by Dane R. Gordon Professor Emeritus of Philosophy

RIT: Its Future - Its Past by Dane R. Gordon Professor Emeritus of Philosophy RIT: Its Future - Its Past by Dane R. Gordon Professor Emeritus of Philosophy Every ten years the Institute publishes its Strategic Plan. Preparing for it is a lengthy process involving students, faculty,

More information

They Say, I Say: The Moves That Matter in Academic Writing

They Say, I Say: The Moves That Matter in Academic Writing They Say, I Say: The Moves That Matter in Academic Writing Gerald Graff and Cathy Birkenstein ENTERING THE CONVERSATION Many Americans assume that Others more complicated: On the one hand,. On the other

More information