The Objectives Of The Memory And Tolerance Museum

The Holocaust was the systematic killing and extermination of millions of Jews and other Europeans by the German Nazi state between 1939 and 1945. Innocent Europeans were forced from their homes into concentration camps, executed violently, and used for medical experiments. The Nazis believed their acts against this innocent society were justified when hate was the motivating factor. The Holocaust illustrates the consequences of prejudice, racism, and stereotyping on a society. It forces societies to examine the responsibility and role of citizenship, in addition to approaching the powerful ramifications of indifference and inaction. (Holden Congressional Record). Despite the adverse treatment of the Jews, there are lessons that can be learned from the Holocaust: The Nazi’s rise to power could have been prevented, the act of genocide was influenced by hate, and the remembrance of the Holocaust is of the utmost importance for humanity.

In this book, the author describes the long process it takes to create a national museum that will commemorate the Holocaust. He covers issues such as, the location of it, the design and construction aspects of the museum building. He informs readers about how they’ve tried to represent the Holocaust through the museum with sensitivity. I will use specific facts from this book to show that this museum was built with the help of many and required a lot of thought into it. I will show that this museum does in fact show sensitivity to an individual.

The news of terror in Germany immediately made its way to Eleanor Roosevelt, who presented a document seeking that human rights to be enjoyed by all people. In Articles 3 and 5 the document states that “everyone has the right to life, liberty, and security of person…” and that “no one shall be subjected to torture or cruel, inhuman or degrading treatment or punishment” (Document 6). These are statements to ensure that everyone had the freedoms a human deserves. These orders clearly weren’t upheld during the Holocaust, and that is exactly why peacemakers vowed to fix these problems and never let history repeat itself. The desire for peace was presented in numerous ways, and one way is through art. A memorial at Dachau, a former concentration camp where Jews were killed during the Holocaust, illustrates the cry for help the world set out (Document 7). In the languages Hebrew, French, English, German and Russian, the monument says the words “Never Again.” These two words spelled out in five different languages is demonstrating the fact that universally, we should never see anything more terrifying as the Holocaust, never

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

This paper will examine and analyze the turning points in the construction of Jewish memory and the identity in Israel as influenced by and based on the events of the Holocaust.

In creating a monument and memorializing an event, the group or agency should consider its importance in bringing together a community, thus providing a sense of attachment. In creating public monuments, it furnishes “a face-to-face encounter in a specially valued place set aside for collective gathering” (Source A). Essentially connecting the past and the present, monuments stand as an absolute reminder of our past. Not only does it serve as a reminder, but it also acts as a holy site as people come together to experience the monument in a simple but powerful way. Monuments establish the sense of community in both a real and imagined fashion. Connections between the people among themselves visiting the authentic public space, and connections between people and history are made. As Source A states, “The public monument speaks to a deep need for attachment that can be met only in a real place, where the imagined community actually materializes.” With memorializing an event, it is important that the emotional connection built off of its fundamental historical significance is considered. Based on Source E, controversy over not only just creating the monument, but also the idea of memorializing the Holocaust was deliberated. Because the United States made little to no effort in preventing the Holocaust, the memorialization of the event drew protest as opponents felt as if this act of remembrance would be offensive emotionally. From this, it is clear that it is important to assess the emotional underlying behind an event and how it could affect communities consequently. Memorializing an event should connect a community, not divide

The u.s. Holocaust memorial museum was dedicated in 1993. The museum’s permanent exhibit titled the holocaust is divided into three parts. “Nazi Assault,Final Solution, Last Chapter”. Upon entrance,visitors are given a card with the name of a real person who was persecuted by Nazis or their collaborators. They are guided on a path through a three level exhibit, which contains photos, artifacts, and audio and video footage as well as large scale installations, including a polish railcar that was used to transport jews to concentration camps and visitors are allowed to board. Throughout the exhibit visitors are given a chance to learn about the fate of the individual on their assigned identity card.

The Holocaust Memorial Center Zekelman Family Campus is about the horrendous events such as hate crimes that were happening during World War II. The definition of Holocaust from the museum website perspective is “The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews and five million other persons by the Nazi regime and its collaborators” (Holocaust and Survivor Defined.). “The term Holocaust comes from the Greek words of “holos” (whole) and “kaustos” (burn) which was used to describe a sacrificial offering burned on an alter” (History.com). The museum has been around for more than 25 years, in Farmington Hills and has been acknowledged by the Wall Street Journal. The museum does not only reflect on the evil, but also the strength and the courage of the victims affected in this genocide. The purpose of the Holocaust museum is to remember those who have passed away and survived, as well as, to teach and inform others about the events. There were many exhibits to choose from such as, the Jewish heritage, the descent into Nazism and the postwar period. The exhibit I will be focusing on is called, The Camp System.

The official name of the memorial is called The Memorial to the Murdered Jews of Europe. This name gives a clear stance on the history of the Holocaust and portrays the responsibility that the German government has taken for their wrongdoings against the Jewish people. Significantly, it was the first German government sponsored memorial, which further explains its importance. This reflects postconvetionalism in the way that the German government has acknowledged the truth of their role during the war. The truth is also explanatory in the name of the memorial; however, the physical structure does not display certainty of it being a memorial of the six million murdered Jews. The structure is beyond the binary and fixedness of other Holocaust

The Museum of Tolerance showcased a lot on discrimination and violence that has happened not only to the Jews during the world war, but also throughout time in history. It examines racism and prejudice throughout the world and incorporated several topic that was went over in class. The act of racism negatively affected many people, including leaders and people we regard highly in today's society. The main focus starts with how hate rose in Germany and how Hitler came to power, to the violence that came out of these hateful thoughts, and how even to this day there are still hate crime. The Museum of Tolerance included sections that had many boards of text that described the situation at various time. It also had videos, and a whole hour long

Children in “Daniel’s Story” can pull letters down from the walls and ceilings and read them, along with telephones that can be picked up that ask questions or statements about the Holocaust. (4) The Hall of Remembrance is candle lit memorial that is covered in names of those who were victims to the Holocaust, then for the Wall of Remembrance there are tiles amongst a wall that show sentimental and simple images from the Holocaust Aftermath. (4) For the older children that visit the museum there is the Second Floor, Wexner Learning Center, that features touch screen computers that can pull up information (music, photos, and witness interviews) on the Holocaust or what occurred during the Aftermath. (4) One of the last of many features in the museum is about other genocides that occurred in other parts of the world. For example, the genocide of Sudan called, “Sudan Divided: People at Risk.” (3) All of the these exhibits that visitors enjoy have created the reasons as to why the museum has come into

United States Holocaust Memorial Museum. “Introduction to the Holocaust.” Holocaust Encyclopedia. www.ushmm.org/wlc/en/article.php?ModuleId=10005143. Accessed on 19th April.2017

The Museum of Tolerance is a place that not only is a home to a memoriam of the Holocaust but it also tries to break the barriers of racism, prejudices, and discrimination and tries to teach and incorporate in people that even though everyone is different, everyone shares a universal attribute, that each person around the world no matter their race, gender, country of origin, or choice of religion still bleeds red, feels pain and are human beings. As soon as people realize this fact and accept that no one set of people are better than the other, places like The Museum of Tolerance will not be needed but till then we need to remember what hatred, prejudices, discrimination and the inability to accept people for who they are has and can do

A little school in Chattanooga, Tennessee with a small idea of collecting paper clips to represent the Jews killed in the Holocaust turned into a worldwide phenomenon. Students in the eighth grade at Whitwell Middle School were learning about the Holocaust and wanted to honor the Jews by collecting six million paper clips for every single one of them. To date they have been sent over 30 billion paper clips from around the world. They have built a beautiful authentic memorial that is located at their school. This memorial best describes and represents this tragic event.

Memorialization of any sort can be a tedious process, but those regarding Holocaust remembrance were particularly challenging given the surrounding social and political controversies that ensued. This is primarily seen through the issue of representation, which consistently played a key role in the creation of both the Holocaust museum in Washington D.C., and the Dachau concentration camp memorial. While the Dachau memorial’s conception stages, the designers were contemplating which victim groups to include. For instance, the mayor of Dachau stated, “Please do not make the mistake of thinking that only heroes died in Dachau. Many inmates were…there because they illegally opposed the regime of the day….You have to remember there were many criminals and homosexuals in Dachau. Do we want a memorial to such people?” (Harold Maruse, “Dachau,” 151). With this quote, the mayor implies that the memorial will only be dedicated to those he deems worthy of representation. Likewise, the White House officials orchestrating the American Holocaust Museum also debated a similar notion regarding the inclusion of ethic victim groups other than the Jews. However, Wiesel and other Holocaust survivors believed that commemorating non-Jews was an “…obscene incursion into the boundaries of Holocaust memory by those whose country-men had persecuted survivors” (Edward T. Linenthal, Preserving Memory, 53). For this reason, and in order to avoid the generation of false memories, these groups