Teaching the Holocaust by inquiry:
Gespeichert in:
| 1. Verfasser: | |
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| Weitere Verfasser: | |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Zürich ; Wien
LIT
[2021]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverzeichnis |
| Beschreibung: | ii, 447 Seiten Illustrationen 21 cm |
| ISBN: | 9783643913821 |
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Datensatz im Suchindex
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| adam_text | Contents Teaching the Holocaust by Inquiry Beth Krasemann 1 Foreword 2 Acknowledgements 7 Why Teaching the Holocaust Matters Today More Than Ever 9 Holocaust Study Through Inquiry 13 The long history of Anti-Judaism and Antisemitism 21 The breakdown of the Weimar Republic 41 1933: How did Germany transform from a democracy to a dictatorship? 77 How were the Jews isolated in 1930s Germany? 101 Law for the Protection of German Blood and German Honor [Nuremberg Laws] of 15 September 1935 111 Human Behavior and Conformity 115 What Does the Euthanasia Program Reveal about Hitler’s Nazi Regime? 129 How did Hitler use the Olympic Games for his Propaganda Purposes? 159 Why did the Jews stay in Germany in the 1930s? 179 Kristallnacht: In what ways did Kristallnacht represent a Turning Point? 201 i
Contents Why Were the Jews Forced into Ghettos in Eastern Europe, While There Were None in Western Europe? 221 The Jewish Councils and Mordecai Chaim Rumkowski: collaborator, traitor, or hero? 243 Ghetto Culture: Concerts in the Midst of Suffering - Disrespectful or Vital? 263 Nazi “Fake News” and Terezin: What was it really like in the Ghetto? 275 How did the Jews and other victims resist in the death camps? 293 Human Dignity and Moral Dilemmas: What ‘Choiceless Choices’ did the Victims Face? 321 What motivated non-victims to help and rescue victims? 341 The Einsatzgruppen: Guided by peer pressure, blind obedience, or utmost belief in the cause? 363 A Mosaic of Victims: Who were Hitler’s other victims? 377 To what extent are the employees of the Deutsche Reichsbahn morally responsible for the extermination of the Jews? 385 How did Rudolf Höss see his role in the Holocaust and how is this possible? 395 What does it mean to ‘return to life’ after such tragedy? 407 Memorial and museums: how do we remember the Holocaust? Is there a ‘right way’? 421 Should human hair from victims be put on display in Holocaust museums? 427 Bibliography 439 ii
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| adam_txt |
Contents Teaching the Holocaust by Inquiry Beth Krasemann 1 Foreword 2 Acknowledgements 7 Why Teaching the Holocaust Matters Today More Than Ever 9 Holocaust Study Through Inquiry 13 The long history of Anti-Judaism and Antisemitism 21 The breakdown of the Weimar Republic 41 1933: How did Germany transform from a democracy to a dictatorship? 77 How were the Jews isolated in 1930s Germany? 101 Law for the Protection of German Blood and German Honor [Nuremberg Laws] of 15 September 1935 111 Human Behavior and Conformity 115 What Does the Euthanasia Program Reveal about Hitler’s Nazi Regime? 129 How did Hitler use the Olympic Games for his Propaganda Purposes? 159 Why did the Jews stay in Germany in the 1930s? 179 Kristallnacht: In what ways did Kristallnacht represent a Turning Point? 201 i
Contents Why Were the Jews Forced into Ghettos in Eastern Europe, While There Were None in Western Europe? 221 The Jewish Councils and Mordecai Chaim Rumkowski: collaborator, traitor, or hero? 243 Ghetto Culture: Concerts in the Midst of Suffering - Disrespectful or Vital? 263 Nazi “Fake News” and Terezin: What was it really like in the Ghetto? 275 How did the Jews and other victims resist in the death camps? 293 Human Dignity and Moral Dilemmas: What ‘Choiceless Choices’ did the Victims Face? 321 What motivated non-victims to help and rescue victims? 341 The Einsatzgruppen: Guided by peer pressure, blind obedience, or utmost belief in the cause? 363 A Mosaic of Victims: Who were Hitler’s other victims? 377 To what extent are the employees of the Deutsche Reichsbahn morally responsible for the extermination of the Jews? 385 How did Rudolf Höss see his role in the Holocaust and how is this possible? 395 What does it mean to ‘return to life’ after such tragedy? 407 Memorial and museums: how do we remember the Holocaust? Is there a ‘right way’? 421 Should human hair from victims be put on display in Holocaust museums? 427 Bibliography 439 ii |
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| title | Teaching the Holocaust by inquiry |
| title_auth | Teaching the Holocaust by inquiry |
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| title_full | Teaching the Holocaust by inquiry Elizabeth Krasemann ; foreword by Michael Berenbaum |
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| title_short | Teaching the Holocaust by inquiry |
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