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Impacts of the holocaust
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I was always taken aback when I told people that I was in a class about the Holocaust and they would respond with something along the lines of “Oh! I love learning about the Holocaust!” or “ Do you enjoy it?” I constantly wondered how could one “love” learning about the Holocaust? How could one “enjoy” having a class about the Holocaust? I know that people probably do not love or enjoy the Holocaust but instead, they are just interested in it. I strongly believe this class, or any class about the Holocaust, provides a gaining of knowledge and provides critical thought that is critical for everyone to learn. The Holocaust is one of the most important and effective subjects for examining the spiritual, physical, psychological, and cultural degradation …show more content…
This film is based off memoirs of Adolf Berger and focuses on the story of Salomon 'Sally' Sorowitsch Sachsenhausen concentration camp. The Counterfeiters touches on themes of morality, politics and survival within Operation Bernhard. Sally was a known counterfeiter at the time who was arrested and eventually sent to a concentration camp where he was coerced into counter fitting money for the Nazi’s war effort. The film is ironic and makes one question why he was arrested, Sally was arrested for counter fitting and that is exactly what he is doing as he serves his time in Sachsenhausen. But thankfully, the familiarity of the money copying and the skills he used before he was in the camp are very important to his survival. Art reminds the Jews of being human and the close acquaintance with and knowledge of counter fitting helped Solly and the others survive, “only by surviving, we can defeat them.” With the will to survive, Solly and the others gained political power with their skills among the Nazi’s. The Nazi’s were dependant on these skilled men to help them prosper in the war. The need for these men kept the S.S. from killing them and the men gained advantages like weekly showers, civilian clothing, lighting, adequate food, sheets and pillows, and comfortable bunks to persuade good work. Solly used his power to his advantage, he knew the Nazis needed him so Sally and Berger stalled production for as long as he could to make sure Nazis would not have a much of an advantage as they wanted or planned. Even though Solly had an advantage over the Nazis it did not mean the abuse did not occur, they were still in a concentration camp and death happened all around. This film is a good example of how an amoral universe can occur within the Holocaust. Everyone wants to do what is right but the concentration camp system was built so that it was very difficult to do the right thing in such a
The Book Thief and The Devil’s Arithmetic both focus on the prejudice Hitler had on different types of people during World War II. Liesel and Hannah both lost someone they had dearly loved. Liesel lost Rudy and Hannah lost many members of her family. In a time of fearfulness, both had told stories to the people surrounding them. Although both were not seen as equal in the eyes of many during their time, I see them as courageous and brave heroes after what they underwent.
The most surprising thing that I learned in this unit is how horrible the germans were to the Jews during that time. The things that I will remember most is what all the Jews went through during the holocaust and what horrible things were done to them. I will also remember the stories of the survivors of the holocaust and how emotional it must have been for them.
In conclusion, I feel that I gained a better understanding of the Holocaust. I also learned to manage my time during research days. I feel that this project was a great step towards high school and its many long and difficult assignments. I feel that I have done a good job and put forth a great effort in this assignment. I hope all of my hard work will pay off not only with a good grade but with a new knowledge and understanding of the Holocaust. I believe I will come away from this with great sense of accomplishment and relief.
World War II was a grave event in the twentieth century that affected millions. Two main concepts World War II is remembered for are the concentration camps and the marches. These marches and camps were deadly to many yet powerful to others. However, to most citizens near camps or marches, they were insignificant and often ignored. In The Book Thief, author Markus Zusak introduces marches and camps similar to Dachau to demonstrate how citizens of nearby communities were oblivious to the suffering in those camps during the Holocaust.
In conclusion, teaching the Holocaust to 8th graders should occur with a few factors kept in mind. When taught correctly the Holocaust is a learning experience for all, the teacher and the students. Attention to audience and material are critical when teaching about the Holocaust, because the audience cannot be too young, and the material needs to be appropriate, uncontroversial, and
In the end, the real main question is why. Why do we study the Holocaust? We study it for so many reasons. We study it so we remember all the tragic events, from the murdering of the Jews to the liberation of death camps. Also this defineing moment in history lets us see how rasicim effected everything. Not only in Germany with the Nuremberg Laws, but here as well with the Jim Crow Laws. WWII did help us out of The Great Depression though. But the most important reason as to why we study this is so we know the signs, so it will never happen again. No one should ever want this to repeat. It was tragic all around. Thats why kids world wide will alwats study about the Holocaust.
The movie “Schindler’s list” is a compelling, real-life depiction of the events that occurred during the 1940’s. It illustrates the persecution and horrific killings of the Jewish people. It also exemplifies the hope and will of the Jewish people, which undoubtedly is a factor in the survival of their race. The most important factor however is because of the willingness of one man, Oskar Schindler, to stand out and make a difference.
The Holocaust tends to be a bitter memory and an unpleasant subject to discuss. Although this event took place many years ago, repercussions are still present in the twenty first century. Especially in Germany, the Holocaust not only influences patriotism, but it also influences education and immigration policies. In contrast to other countries where nationalism is common, Germany has been forced to lessen the sense of nationalism in order to dispose false beliefs some individuals have of German racism. By allowing people from other countries to become German citizens, Germany avoids transmitting the sense of being a better and a cleaner race. A further sector influenced by the Holocaust is the education system. Approaches to teach about this event are difficult since the Holocaust is a sensitive issue and continues having vital importance in numerous families. Although the Holocaust continues conveying negative influences, the Holocaust also led to positive medical and technological improvements. In fact, numerous improvements are unknowingly implemented in societies today. Therefore, the Holocaust is one of the most horrific and influencing events in history whose repercussions are still felt in Germany today. However, in spite of the horrific occurrences, the associated medical findings and technological improvements make it intricate to look at the Holocaust as plainly evil. Thus, societies should view the Holocaust with a broader perspective.
A prominent them in the literature of the Holocaust we have read in this class is the role of family and heritage. Many of the works we have read have dealt with familial relationships, cultural heritage, and the passing down of culture from one generation to the next.
The Holocaust is a very important time in history. With many other time periods and events, the Holocaust was quite gruesome. Five to six millions Jews were killed, making it a mass genocide. The topic of teaching the Holocaust to middle school students is a controversy that has been argued for a longevity. Many think the subject should not be taught, but there is the big question: Why not? The Holocaust should be taught to middle school students, especially eighth graders, with the thought that it was very real, the other advantages learned, and the things the teachers need to know.
When I signed up for this course, I had limited knowledge of the holocaust and was not very interested in its history. This course ended up being one of my favorites and the most informational courses that I have taken. Other Political leaders such as Mao Zedong and Joseph Stalin had committed mass murders that caused a much higher victim rate than Hitler, so my thoughts were that the holocaust was just another tragedy in human history. This class has given me a different perspective in the way I view the holocaust. It has personalized this horrific event in that it begs a person ask themselves how could this tragedy take place? How come the Jews and the world did not do more to prevent it from happening? The course has spiked my interested in the the holocaust in that I have found that if I come across a holocaust program while watching the television, I will stop to watch that show or read a holocaust article that I would not have read in the past. The four books assigned for reading by Browning, Sierakowiak, Lengyel, and Rajchman expounded on the personalization of the holocaust by giving insight into the experiences of
The Holocaust was an extremely horrific period of history. Millions were killed and lost everything, including money, family, and dignity. However, it has taught many lessons. We can study it today to make sure nothing like it ever happens again.
Quentin Tarantino’s 2009 film Inglourious Bastards entails a Jewish revenge fantasy that is told through a counterfactual history of events in World War II. However, this story follows a completely different plot than what we are currently familiar with. Within these circumstances, audiences now question the very ideas and arguments that are often associated with World War II. We believe that Inglourious Basterds is a Jewish revenge fantasy that forces us to rethink our previous understandings by disrupting the viewers sense of content and nature in the history of World War II. Within this thesis, this paper will cover the Jewish lens vs. American lens, counter-plots within the film, ignored social undercurrents, and the idea that nobody wins in war.
Director Mark Herman presents a narrative film that attests to the brutal, thought-provoking Nazi regime, in war-torn Europe. It is obvious that with Herman’s relatively clean representation of this era, he felt it was most important to resonate with the audience in a profound and philosophical manner rather than in a ruthlessness infuriating way. Despite scenes that are more graphic than others, the films objective was not to recap on the awful brutality that took place in camps such as the one in the movie. The audience’s focus was meant to be on the experience and life of a fun-loving German boy named Bruno. Surrounding this eight-year-old boy was conspicuous Nazi influences. Bruno is just an example of a young child among many others oblivious of buildings draped in flags, and Jewis...
A film bursting with visual and emotional stimuli, the in-depth character transformation of Oscar Schindler in Schindler’s List is a beautiful focal point of the film. Riddled with internal conflict and ethical despair, Schindler challenges his Nazi Party laws when he is faced with continuing his ambitious business ideas or throwing it all away for the lives of those he once saw as solely cheap labor. Confronted with leading a double life and hiding his motivations from those allegiant to Adolf Hitler and the Nazi Party, Schindler undergoes numerous ethical dilemmas that ultimately shape his identity and challenge his humanity. As a descendent of a Jewish-American, Yiddish speaking World War II soldier who helped liberate concentration camps in Poland, this film allowed for an enhanced personal