...AS History – Essay on the Persecution of the Jews How accurate is it to say that the persecution of Jews in Germany steadily increased in the years 1933-42? The question of whether or not the persecution of Jewish race has had a steady intensification, relates closely to whether you adopt an intentionalist or structuralist viewpoint on this historical event. An intentionalist will claim that the process of persecuting Jews in Germany is a planned sequence and was outlined by the Nazi Party; they claim that the roots of Hitler’s politics was about eliminating the Jewish race from Germany and the evidence can be found in Mein Kampf. On the other hand, structuralist historians will claim that the persecution of the Jews was never planned and it was improvised all the way through to the Holocaust; furthermore, they will state that the Nazi’s did not come to power based on policies towards the Jews as the electorate was never as enthusiastic as Hitler was about this.Although it increased it was more gradual than steady, It did increase but there were times where it stopped, but it was at a very low key when not much attention was taken towards the situation. However, in 1938 when the Nazi’s had invaded Austria and Sudetenland, there was more of an increase in persecution of Jews. In the year 1933, the Boycott of Jewish businesses and professional offices, the exclusion of Jews from civil service as well as the Quota for non-Aryan students occurred serving the purpose of isolating...
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...systematic, strategic targets.” (Merriman page1049) Driven by his intolerance or perhaps hatred, towards the Jewish people Hitler was able to turn a largely personal vendetta against Jews, into an issue of public policy, and ultimately one of the largest genocides ever documented[1]. How did one mans ideas, Hitler’s anti-semitism, evolve from the hurtful words of Mein Kampf to anti-Jewish laws in Nazi Germany and ultimately the biggest recorded savagery in the History of mankind? Although the blood of over 6million Jews stains his hands, Hitler was not alone in his actions; he required support. This essay examines various theories regarding the conception of Hitler’s antisemitic values and asks how Hitler was able to use social policy and propaganda to manifest support for his would be genocidal Nazi regime. Central to comprehending policy decisions made by Hitler, is an understanding of his antisemitism. There are a number of incidents, alleged to have occurred, that speculators, much like myself, use as the basis for the identifying the moment that spawned Hitler’s now infamous anti-Semitism. However, limited and subjective nature of the information on the matter can at times lead to some equally limited theories. The first theory, published by Rudolph Binion, argues that...
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...that affect people, it can develop bonds as well as conflicts, and because different religions are practiced throughout the world such as Islam, Christianity, Judaism and many more its not surprising that their followers will have disagreements. And even though it might seem like those feelings are diminishing people still feel a sense of insecurity when it comes to this issue even if they tend to hide it or refuse to admit it. Religious segregation is pretty much still alive in many parts of the world, even in countries that claim the right of freedom of religion. It has led many people to be treated unfairly and wrongfully judged just because they are the minority who practice a religion which is different from the public orthodoxy. In modern day, Arabs and Muslims in exact suffer from being labeled as extremists or terrorists especially in Western cultures. five out of ten Americans believe Islam is more likely than other religions to encourage violence, despite the fact that seven out ten admit they know very little about Islam. And yet Americans rank Muslims second only to atheists as group that does not share their vision of American society (Ghazal, 2008). Intolerance and discrimination against Muslims, or if you like Islamophobia, is not a new phenomenon. There are historical, cultural/religious and psychological reasons behind it.....
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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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...HISTORY 1500 WINTER 2014 RESEARCH ESSAY TOPICS 1. Select a crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution...
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...Jewish History Notes * Sept. 4 * * Three Ways to Look at History: * These are three different ways of interpreting historical events: * 1) Divine Causation (hasgachah pratit) is a theological term which refers to the sovereignty, superintendence, or agency of God over events in people’s lives * 2) Human Causation suggests that events in people’s lives are a result of the outcome of human involvement, i.e., God either does not exist or does not involve himself in the affairs of humans. * 3) Chronologically suggests no causation of any kind. Events take place divorced from each other, i.e., there is no cause and effect. * * * * How do we know if an event really took place? * Here is the criterion often used to determine if an event really took place. Note: If this criterion is not met it does not mean that the historical claim is false. * * 1) Multiple Attestation rests on the premise that, the more independent testimonies to a tradition there are, the greater is the probability that it is authentic i.e., more than one independent source refers to the same person, place or thing. 2) Contradiction is when a source mentions a person, place or thing in a way that serves not to benefit the author in any way Sept. 7 What is a fact? 1. Something demonstrated to exist or known to have existed: Genetic engineering is now a fact. That Chaucer was a real person is an undisputed fact. 2. A real occurrence;...
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...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the...
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...SAJ DEVSHI (C) AQA Psychology (A) Psya2 A* Students Model Essays The A* Students Handbook For More Psychology Resources visit: www.Loopa.co.uk C HAPTER 1 A little about me Firstly thank you for purchasing this book for AQA Psychology Psya2 (Paper 2). A bit about me: My name is Sajan Devshi and I was a private student that self-taught myself AQA Psychology from 2011-2012 and I received my certificate in January 2013 Achieving an A* Grade. The certificate you can view on my website http://www.loopa.co.uk - You can also get my other A* model essay answers from there too for the other topics I did. I achieved an A* grade overall scoring two A’s in Psya1 and Psya2 as well as 100% in both my A2 exams (Psya3 and Psya4) My final score was 373/400 ums points. (You only needed 90% in A2 and 320 for an A* grade). So basically I didn’t just beat the boundary - I absolutely smashed it. How did I do it? It wasn’t easy and I am by no means some savant genius. I made great notes and essays that simplified things for me as I had no teachers and it is these notes I share with you now for Psya2 and the essay questions that can be asked for it. If your curious to know more about me you can visit my website at http://www.loopa.co.uk There it tells you more about me, how I self-taught myself as well as contact me directly for help and advice as well as get my other essay answers there instantly. Theres also great resources there too with more added on a weekly basis...
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...A note to readers. It is suggested that you increase magnification to 125% or 150% to read the guide on screen. Click on the magnifying glass icon at bottom left of the screen and select your magnification. 8 Source-based questions Key points in Chapter 8 • Source-based questions require the incremental development of defined skills. • They include an appreciation of context, comprehension, source evaluation and ability to come to a reasoned conclusion. • Good background knowledge is needed. • Class practice will develop and refine the defined skills. Overview by Neil Hart I N PREPARING FOR SOURCE-BASED QUESTIONS students should first be aware of the collections of material available for their subject. On the whole, at A Level, source-based questions are connected with relatively short chronological periods - with Special Subjects or Depth Studies. Nevertheless, the array of relevant documents available can appear daunting, even though what is readily to hand in published form represents only a small proportion of extant material. Source material can never be separated from secondary work; indeed, the line between primary and secondary sources is often very fine. Professional historians use a much wider selection of documents than is available to students, and access to this greater range can therefore be gained at second hand. The work of historians is frequently indispensable in pointing out the limitations of the sources or in reinterpreting the evidence the...
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...OVERVIEW 3 CHAPTER SUMMARIES AND ANALYSES 5 Chapter 1 Chapters 2-5 Chapters 6-10 Chapters 11-15 Chapters 16-20 Chapters 21-25 Chapters 26-30 Chapters 31-35 Chapters 36-40 Chapters 41-45 Chapters 46-50 Chapters 51-54 5 8 12 15 20 23 26 29 33 36 39 42 MAJOR CHARACTER ANALYSIS 45 Simon Karl Josek Arthur Adam Bolek Karl’s Mother 45 45 46 46 47 47 47 THEMES 49 SYMBOLS AND MOTIFS 51 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 2 IMPORTANT QUOTES 53 ESSAY TOPICS 61 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 3 PLOT OVERVIEW The Sunflower by Simon Wiesenthal is a book of non-fiction. The first section, also titled “The Sunflower,” is an account of Wiesenthal’s experience as a concentration camp prisoner under the Nazi regime. In the account, Wiesenthal describes his life in Poland prior to the German occupation, his experiences of anti-Semitism within the Polish culture, and his life as a concentration camp prisoner. He describes life in the concentration camp, the continuous humiliations, the hunger, the illness, and the constant threat of death. Central to the narrative in “The Sunflower” is the story of Simon being summoned to the deathbed of a young Nazi soldier whom Simon calls Karl and who has been wounded in combat. Karl confesses to Simon his activities against Jewish people, which he did in the service of the Nazi regime, and tells Simon he cannot die in peace ...
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...Wiki Loves Africa: share African cultural fashion and adornment pictures with the world! Fascism From Wikipedia, the free encyclopedia For the original version of the ideology developed in Italy, see Italian Fascism. For the book edited by Roger Griffin, see Fascism (book). "Fascist" redirects here. For the insult, see Fascist (insult). Part of a series on | Fascism | | Core tenets[show] | Topics[show] | Ideas[show] | People[show] | Literature[show] | Organizations[show] | History[show] | Lists[show] | Variants[show] | Related topics[show] | * Fascism portal * Politics portal | * v * t * e | Fascism /ˈfæʃɪzəm/ is a form of radical authoritarian nationalism[1][2] that came to prominence in early 20th-century Europe. Influenced by national syndicalism, fascism originated in Italy during World War I, in opposition to liberalism, Marxism, and anarchism. Fascism is usually placed on the far-right within the traditional left–right spectrum.[3][4] Fascists saw World War I as a revolution. It brought revolutionary changes in the nature of war, society, the state, and technology. The advent of total war and total mass mobilization of society had broken down the distinction between civilian and combatant. A "military citizenship" arose in which all citizens were involved with the military in some manner during the war.[5][6] The war had resulted in the rise of a powerful state capable of mobilizing millions of people to serve on the front lines or provide economic...
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...SECTION 1: THE SUCCESSES AND FAILURES OF THE WEIMAR GOVERNMENT 1918-OCTOBER 1933 |9 November 1918 |Abdication of the Kaiser | |January 1919 |Spartacist Uprising | |February 1919 |First Weimar elections | |28 June 1919 |Treaty of Versailles signed | |July 1919 |Weimar Constitution announced | |March 1920 |Kapp Putsch signed | |January 1923 |Occupation of the Ruhr | |January-November 1923 |Hyperinflation | |8-9 November 1923 |Munich Putsch ...
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...natural disasters like famine and disease. In 1346-52, the Black Death claimed 1/3 of the population of Europe, Asia, and Africa. 3. In 1st-2nd century Rome, the basic principles of law were established that would be used by nearly every western system of law after: innocent until proven guilty, right to defend yourself in front of a judge, and the judge had to research all evidence carefully before making a verdict. 4. In Classical Greece (480-330 BC), homosexuality was widely practiced and accepted. Intolerance grew mainly due to increasingly strict religious beliefs. It would become outlawed in some nations. In 1972, the modern LGBT rights movement began, to allow LGBT individuals the same rights as everyone else. 5. In 1066, William the Conqueror invaded England in the Battle of Hastings. This would be the last successful invasion of England, and the last time anyone would try until Adolf Hitler in 1940 during WWII. 6. The Mesopotamian calendar was composed of 12 months. Every few years, an extra month would be added to re-align the calendar with the lunar cycle. Julius Caesar would use the ‘Leap Year’, or adding a day to February every 4 years, to keep the calendar in line. 7. During the 100 Years’ War (1337-1453), the longbow and cannon became widely used, changing warfare and making England the dominant military power. The American Civil War (1861-1865) introduced new technologies such as mobilization (use of railroads to transport troops) and the rifle that would permanently...
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...AP EUROPEAN HISTORY NOTES- Filled with silliness and inside jokes, enjoy at your leisure :) If something is in [] brackets, it is only written in there for our pleasure, ignore it if you are looking for actual information. Key: • 7: The Renaissance and Reformation- 1350-1600 UMSUniversal o Georgio Vasari- Rinascita=rebirth (like Renaissance) painter/architect Male Suffrage o Individualism: People sought to receive personal credit for achievements, unlike medieval ideal of “all glory goes to god” Names Ideas o Renaissance: Began in Italian city-states, a cause de invention of the printing press, laid way for Protestant Reformation Events Books/Texts Italy: City states, under HRE (Holy Roman Empire) o For alliances: old nobility vs. wealthy merchants FIGHT P-Prussia Popolo: third class, “the people”, wanted own share of wealth/power R-Russia A-Austria Ciompi Revolts: 1378 Florence, Popolo were revolting [eew], brief period of control over government B-Britain Milan taken over by signor (which is a tyrant) • o Under control of the Condottiero (mercenary) Sforza- Significant because after this, a few wealthy families dominated Venice (e.g. Medici) Humanism: Francesco Petrarch (Sonnets), came up with term “Dark Ages”, began to study classical world of rhetoric and literature Cicero: Important Roman, provided account of collapse of Roman Republic [like Edward Gibbon], invented Ciceronian style: Latin style of writing...
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...reason. He initiated the revolutionary notion that to understand the world one needed to know its nature and that there was an explanation for all phenomena in natural terms. That was a giant step from the assumptions of the old world that supernatural forces determined almost everything. While considering the effects of magnetism and static electricity, he concluded that the power to move other things without the mover itself changing was a characteristic of "life", so that a magnet and amber must therefore be alive in some way (in that they have animation or the power to act). If so, he argued, there is no difference between the living and the dead. If all things were alive, they must also have souls or divinities (a natural belief of his time), and the end result of this argument was an almost total removal of mind from substance, opening the door to an innovative non-divine principle of action. Thales recognized a single transcendental God (Monism), who has neither beginning nor end, but who expresses himself through other gods...
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