The Holocaust-related plays, movies and books that have been read and watched thus far in the semester have left us, the students, with more questions than answers. By depicting the events as accurately as these playwrights and filmmakers have, the reader/viewer is then able to understand, in detail, the horrific acts of torture that the victims had to endure. With an accurate picture of the events of the Holocaust in their mind, the reader/viewer then can start to question how can a human being can commit such horrific acts of cruelty upon their fellow man or how a divine entity can allow something so terrible happen to the people that believe in them the most; questions with virtually impossible answers.
Some of these facts include what is in the museum and how many people died. Based on the article there are some parts that show information on the holocaust. There is no emotion shown when the narrator is talking about what happened. This means that there isn’t any subjectivity during those parts and instead it shows objectivity. Throughout the text, it is talking about all the things that happened during the holocaust. In the text, the central idea is that many innocent Jews died during the holocaust and that the holocaust museum shares the information about what happened. For instance, the narrators try to make an image so that you can see how it was like. They also say facts and statistics such as “6 million Jews and other victims who were systematically exterminated by Nazi Germany during World War II”. This shows the statistics of how many Jews were killed and slaughtered. The author uses word choice the get the audience's attention. They also can tell the facts to show the reader that it all happened. The author starts of the article with “You get the feeling that you're trapped, that something bad is about to happen.”. This is a good way to start off an article because it drags the reader in. The author then states some facts and statistics. Throughout the article there are some points of views of students who went to the museum and are sharing their experience. The article has many parts that show facts and statistics. The author shows it by using word choice, emotions, and central idea in
Studying the Holocaust broadened my understanding of compassion greatly. This event helped me realize that everyone needs compassion in their life. Compassion helped the Jewish people endure the time that the Holocaust took place. It lets them know, someone cared about them and someone wanted them to feel safe. That love and compassion made not feeling abandoned or alone easier for them. Compassion but no barriers on the emotions of the Jews. The Holocaust showed me that there is without any doubt, a need for compassion in your life, because it can truly save
Fear causes people to makes judgements. It’s what makes people cautious and skittish, mostly in unsafe situations. Without fear people’s life would be at risk. Throughout the memoir Night fear builds up over time, starting when the Germans taking over Sighet, they slowly start to take over their lives. They begin by doing good for them like giving them a box of chocolates. Through a slow process the people becoming less human and begin to gain fear right when they are forced to leave there home, true fear sets in. This leads to people not standing up for themselves or doing anything about their situation, all because of fear. In the memoir Night, by Elie Wiesel, it’s clear that fear overpowers the actions of people and
Through studying this tragic event, the dangers of racism and prejudice will be clear. At ages most students learn about the holocaust, they struggle with loyalty, conformity, peer pressure, and belonging. The Holocaust may help teach youth to be aware of how to navigate these pressures of society and be able to make the correct decisions however difficult that may be (Why teach The Holocaust?). Stories of specific people from The Holocaust can engage students into a great lesson that they can take into their daily lives (Why teach about The
It showed an overwhelming hatred for difference and a hate for the “impure”. The ones who were not like the rest of them. It showed how harsh our society honestly could be and how it could destroy a society and almost a race of people. That genocide existed and that people tried to kill off a group just due to hating them so much. It changed our world by destroying the economy and destroying people. It destroyed trust in the world and sparked more fear. It caused so much hate to build in every country.
The Holocaust was a devastating event that had outreaching effects on many groups of people and many countries. Although most of this devastation happened to the Jewish Race. There are many books, movies, memoirs, and academic journals regarding the Holocaust, portraying how it affected different people and their stories. One memoir that will be discussed is Night written by Elie Wiesel about his life during the Holocaust. Also a movie by the name of The Boy in the Striped Pajamas will be discussed. Both of these are very powerful tools created by people to really portray the horrible events that occurred and really happened to people in the Holocaust. There are many similarities and difference between the two movies but neither is more or less powerful in getting the point of complete disgust across to the viewer.
I think that this can apply to the Holocaust. Although the Holocaust was not some minor blunder that can easily be recovered from, it is important for society as a whole to learn from what happened. It is easy to see now that it was a time in history with very low standards, and it makes me wonder what was wrong with those who enforced it. In this movie, I could not help but feel bad for those that were treated so horribly and it makes me glad that it is viewed as a horrible treatment now. Now that the Holocaust is recognized as a terrible time, it has been a foundation for how people are treated. People look back at this time in history and realize that it only brought negative feeling and emotions. Even though it may be an ugly smudge on the timeline of humanity, it cannot be forgotten and I think that learning from it has made the world better
What saddened me the most was that it seemed like people had not learned from the Holocaust what they should have. This also makes me feel that what we were doing there was much more important than we originally thought. The Holocaust is still a topic that needs to be talked about and taught. And that is what we were doing there: learning and
Race is “A social category defined on the basis of physical characteristics” (Yetman, p.3). Race is a abstract concept that society has constructed to group people based on their physical appearance. Institutional racism is an covert form of discrimination, but historically institutional racism was overt. My focus is on the Muslim and black community in America, because I relate to these two groups since I am muslim and black. I will discuss the institutional racism the Muslim and black community face in American society.
The Museum of Tolerance, also known as The Jewish Documentation Center, is important for people to remember because it holds very important information and events that were held during the Holocaust. It is very important to not repeat history because causing hurt,pain,and fear in someone’s life isn’t exciting. One day you’ll feel sorry and it’ll eat you up inside and eventually, you won’t even be able to even forgive yourself for what you’ve
Many people around the world feel differently about the Holocaust. Out of all of the emotions I think people feel anger and sadness the most. This especially happens when we hear, read, or see about it. An example of this is when I read the book Night by Elie Wiesel, which is his story of surviving the Holocaust. I also watched the documentary Henia Surviving Auschwitz, which gave me a lot of different emotions.
The Holocaust. A horrific crime that will live forever in infamy. More so than December 7, 1941, for it was not one day, one month, or even one year. It was far worse. It was years of built up racist hate and blind confusion unleashed in a devastating manner. Though there are many differences and variations in sources from the Holocaust, whether it be Night written by Elie Wiesel, Life is Beautiful directed by Roberto Benigni, or multiple accounts from Holocaust survivors from an article called Tales from Auschwitz by The Guardian, they all will agree that it was a terrible and unforgivable atrocity committed not only to the Jewish people, but all of mankind.
By learning about the Holocaust, students start to understand the sensitivity of the topic and also understand that Hitler’s actions not only affected the Jews and Germany, but the whole world as well. Students are able to realize that the Holocaust wasn’t an accident; it occurred because people, governments, and organizations made this decision based on racism and prejudice. This helps establish critical thinking skills where they can make more responsible decisions and force intellectual self improvement. These skills are needed as they grow up and go to high school or college. Moreover, by learning the Holocaust, students acquire many beneficial learning skills that they can use in the future.
The Chinese government has over the past few decades uncovered evidence of a horrible crime committed in the former Japanese state of Manchuko, in northeast China. Thousands, perhaps hundreds of thousands of innocent men, women, and children murdered 75 years ago leave their remains in the ground and in the memories of a precious few who bore witness in a time of foreign occupation. Japan does not officially recognize any military operations in China to which this massive crime can be attributed. The United States, whose own military occupied Japan and investigated its wartime actions following World War II, seems not to care about the alleged crimes of its former enemies. Bt According to the United States and Japan, exactly zero people died in the Epidemic Prevention and Water Purification department of the Kwantung Army, otherwise known as the infamous Unit 731 complex. During the decade before World War II officially ended, Unit 731 operated as a human research facility under the cruel gaze of General Shiro