Public Discourse Surrounding An Event Like The Holocaust

Karl Schleunes published his book titled The Twisted Road to Auschwitz in 1970. The title of the book has a symbolic meaning that pertains to the Holocaust. The Holocaust, taking place between 1933 and 1945, was characterized by the death of millions of European Jews in the hands of Nazi Germany led by Adolf Hitler and nations that collaborated with the Nazis (Dwork & Pelt 2). After crumpling of the Nazi regime, historians began to examine and come up with constructs leading up to the Holocaust. From the mid-1960s to the 1980s, historians established two metanarrative schools of thought emerged explaining the period and circumstances leading up to the Holocaust. These schools of were labeled ‘Intentionalists’ and ‘Functionalists.’ These schools present

The terrors of the Holocaust are unimaginably destructive as described in the book Night by Elie Wiesel. The story of his experience about the Holocaust is one nightmare of a story to hear, about a trek from one’s hometown to an unknown camp of suffering is a journey of pain that none shall forget. Hope and optimism vanished while denial and disbelief changed focus during Wiesel’s journey through Europe. A passionate relationship gradually formed between the father and the son as the story continued. The book Night genuinely demonstrates how the Holocaust can alter one's spirits and relations.

As the famous journalist Iris Chang once said, “As the Nobel Laureate warned years ago, to forget a holocaust is to kill twice.” After experiencing the tragedies that occurred during the Holocaust, Eliezer Wiesel narrated “Night”. Eliezer wrote “Night” in an attempt to prevent something similar to the Holocaust from happening again, by showing the audience what the consequences are that come from becoming a bystander. Elie illustrated numerous themes by narrating the state of turmoil he was in during the Holocaust. In Night, Eliezer provided insight into what he experienced in order to teach the unaware audience about three themes; identity, silence, and faith.

The Holocaust in the eyes of historians all across the country reiterate the importance of the Holocaust. As the first mass genocide so major in a group of people, it’s relevance continues to make a stand. Taking place in 1933 all the way until 1945, the Holocaust changed so much in so little time. Amass, 5-6 million jewish people dying from either being worked to death for taken to gas chambers and killed quietly. Though nothing about the Holocaust was quiet, as it’s name and hitler's wishes were spread across germany in its time of need. An event short enough to be considered just a blip, tacts itself up as one the largest genocides in history. It begs the question among educators and parents alike, whether schools should be teaching the Holocaust. But, the Holocaust is something that cannot be left untaught. The Holocaust should be vocalized to students because they have a right to an education and because it boosts their understanding of society and forms them into better civilians. Also because the side effects of bias in classrooms

For many educated people learning about the Holocaust can send them feelings of sorrow or deep remource. Not only for the meaning of the word, but why it is called that. The pure evil of the final solution created thought of and created by none other than Adolf Hitler will never stop haunting people more than half a decade later. One of the prominat things that everyone missed in his highly sold auto-biography "My struggle". The thought of solid hatrid found within the cover of the horiable book will always burn in the souls that it harmed from the day it began till the dawn of today.

A common misconception about the Holocaust is that the world was naïve of the atrocities happening under the Nazi’s rule. The horrors of the Holocaust were not left undocumented. Unfortunately, many saw these malicious acts as insignificant to the global population; people only start sympathizing when the hindrance affects them. Hitler, with the help of his many allies, achieved to murder millions of innocent men, women, and children. After spending this semester studying the Holocaust, I have realized that the Nazis’ greatest ally was neither an individual nor a country; Hitler’s greatest ally was indifference.

The holocaust is notorious for its dark and horrific past. Among the horrible tragedies was the story of Elie Wiesel and his family. The experiences that Elie has faced throughout his years of life has have greatly influenced his perspective on society. In his speech, he explains how he was a survivor of the holocaust, what he has been through, and what he has done after the holocaust to help improve society and to preach his humanistic ideas. He explains how everyone is equal. Society must work together to make sure a horrific act such like the holocaust will never happen ever again. The holocaust deeply affected Elie Wiesel’s perspective on society and in his speech, he makes sure to make sure history does not repeat itself.

The Message of the Memoir Night Eliezer Wiesel writes, Eliezer Wiesel is a Jewish Holocaust survivor, an author, and a human rights activist. At the onset of the Holocaust however, Eliezer Wiesel was a thirteen-year-old, small-town-boy of Sighet, Transylvania who by all accounts was “deeply observant” (Wiesel 3). The Holocaust was a dark time in Jewish history in which Anti- Semitics; mainly the German Nazis led by Hitler, tried to exterminate the Jews. As an author, Eliezer uses an array of rhetorical appeals. Rhetorical appeals consist of pathos, logos, and ethos.

Overall, the Holocaust was an awful moment in the world’s history, a Jewish survivor even said that occasionally during this time, “There were days when...” the survivor “...envied a dog” (Galler). But there isn’t just bad that produced from this event, there is importance we can learn from from this tragic event. It taught the world a lesson on how one man with lots of hate and power can affect

“Introduction to the Holocaust.” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum, 27 Apr. 2017, www.ushmm.org/wlc/en/article.php?ModuleId=10005143. Accessed 11 May 2017.

The Holocaust is widely known as one of the most horrendous and disturbing events in history that the world has seen; over six million lives were lost, in fact the total number of deceased during the Holocaust has never been determined. The footage of concentration camps and gas chambers left the world in utter shock, but photos and retellings of the events cannot compare to being a victim of the Holocaust and living through the horror that the rest of the world regarded in the safety of their homes. Elie Wiesel recognized the indifference that the

The Holocaust was a government sponsored persecution of six million Jews in Germany, lead by Adolf Hitler. This is considered the second World War which lasted from January of 1933 till May of 1945. This tragic event is an important part of education, and can be taught in a variety of ways whether it be through books, scholarly journals, movies or even historical fiction books. Learning about history through a textbook is much different than learning about history through historical fiction or other types of literature. In this paper history is discussed based on three different sources, a historical fiction novel, a historical article and a personal interview with a Holocaust survivor and how they create different experiences for readers. The imaginative experience of history brings readers closer to the past and lets them make a personal connection by reading true accounts or stories rooted in truth of survivors or characters, while the informational experience removes readers from the past because textbooks do not recount personal stories, instead write about hard facts and the general overall experience of the historical event.

She writes that “the ‘distortion’ related to memory…is not so much of facts or interpretations, but a distortion from the lack of congruity between personal experience and expectation…and the institutional representation of the past on the other” (Crane, 1). At some point, scholars must interpret a filtered account of the survivor’s tale, searching through the layers of important facts and emotional embellishments, and find the most important knowledge buried deep within. Yet how may one distinguish fact from emotion? Famed Holocaust historian James Young, in his 1997 work “Toward a Received History of the Holocaust,” asks:

Can fiction tell the same type of story as non-fiction or a factual first-hand account? The Holocaust, a story that has been told from the perspective of the survivor as well as the culprit, novels written, play adaptions, movies, and documentaries. Whether fictionalized or fact, all the stories share common themes – suffering, loss, sacrifice, death, inhumanity and ultimately freedom whether in death or surviving to be liberated in some form or another. Some of these representations have been fictionalized with creative license taken while others are firsthand accounts given in memories. I will explore how a short fiction story telling of the Holocaust compares to the firsthand account of a Nazi Schutzstaffel (SS) Officer with the uses of symbols and/or metaphors, narrative order, narrative perspective, the outlook of the author towards the future and how the choice of genre affects the way the story is told.

The book seems to be a continuation of “Survival in Auschwitz” in several ways, but it exceeds the descriptive nature of that writing by using deeper analysis and a penetrative approach. Even though Levi states in the previous book that he was refraining from passing judgment on the behavior of the Germans during the Nazi period, he seems to go beyond a survivor narrating his ordeal, to fully examining the events of the Holocaust, accuse perpetrators and even pass judgment upon them. Thus, the book delves into the complex analysis of the relationship that exists between the oppressor and the victims, as well as, between survivors and those who died. Through the penetrating essays detailing issues on shame, power, morality, conflict and resistance, the writer offers the reader a condensed presentation of the silent but powerful emotions of survivors, as well as, takes up the responsibility to speak for those that