Translated Into English Means : The Poisonous Mushroom

The Jewish nose is bent at the tip. It looks like a figure 6. So we call them Figure sixes. Many non-Jews also have bent noses. But in their case the nose is bent up, not down. They have nothing to do with the Jewish nose. Encouraged by the teacher, Karl points out that the lips are another distinguishing feature; they are usually puffed up. The eyebrows are: Usually thicker and more fleshy than ours. From the eyes one can see that the Jew is: A false, deceitful person.

During World War 2 the Führer advocated the killings of Jews. As a result, they were excluded from society particularly in Molching and Munich where the story is set. This is clarified in the novel through the character of Max, who must hide in the Hubermann’s house to avoid being sent to Dachau as he is Jewish. Max sleeps in Liesel’s bedroom at night before returning to the basement in the morning. Using the technique of metaphor in the line “The Jewish rat, back to his hole.” Zusak further validates this notion. The metaphor suggests that the Nazis viewed Jews as filthy disease-carrying rats who should be cleared from Germany. This is further evident as Zusak writes “He lived in the best part of Molching, high up in a villa which had been fumigated when the Jews were driven out.” Additionally, the metaphor shows the intensity of anti-Semitism at the time as Max being Jewish had to hide in a dirty basement to avoid death even though his father gave his life for Germany in WW1. This is an obvious example of the great extent to which racism is portrayed throughout the

In the play, the first level displayed was the society as a whole during WWII meaning how did people act during the war. This level is displayed as evil because the society was not as fair to the Jews in particular. As the war began Germans were

Millions of people dead, all because of a little thing called religion. During the Holocaust, the Nazi’s judged the Jewish community because of the success, or lack of success, of the Germans. Judaism has been prejudiced for hundreds of years. But only recently has the Star of David represented the religion; although the Holocaust has changed the outlook on this symbol drastically. All throughout time the significance of the Star of David has changed: from its original meaning to the way we see it today.

Bunting, Eve, and Stephen Gammell. Terrible Things: an Allegory of the Holocaust. Jewish Publication Society, 1989.

They are Jewish and not from religious crew. Being Jewish, in the same way as whatever other conviction or confidence has clear social orders and perspectives; like each social being. The story about Hana is of genuine life conditions, that activities with what she and her family experienced within the Holocaust and how being stereotyped by the Nazis, marked them as second level. These declarations or judgments about Jews are the manner by which overviews are made. Stereotypes are made rationally around a certain sort of people, being assembled as all the same. At the same time stereotyping expressions are simply what every individual see other people as. This generalization and judgment, about all Jewish individuals molded the "Last arrangement", which Nazi’s made that they were to remove the Jews from the Holocaust. Levine demonstrates the eradication of the Holocaust through Hana's life. Levine takes us through Hana's life and shows us about how the Holocaust took away everything Hana had, including her

When the train arrives at Auschwitz, they smell burnt flesh, and they can see the smoke. They know now that it is too late and that Mrs. Shachtner was right about the fire.

Moreover, as an example of Nazism’s relentless deconstruction of Jewish character, the title also served as a proponent of both “Gleichschaltung” and the Führer Principle, by discrediting and denigrating the Jews, an enemy was defined and targeted for the non-Jewish population to “coordinate” behind their “Führer” against.

“ I shall never forgive the acts of the hungarian police” in which Elie spoke after witnessing the burned Jewish children in the ditch.

It gives information about the age ranges for the different groups and rites of passages. It also describes the separation between boys and girls in these youth camps, and is thus valuable to one researching Hitler’s Youth. A limitation of this is that does not reveal anything about Hitler’s success or failure in his military involvement, or reveal anything about his invasions into other countries but simply informs about his Youth programs. It does not reveal his military involvement and is thus not valuable to one researching Hitler’s Involvement in other countries.

The 8 Stages of Genocide, (Source B) was a way the Nazi Government marginalized the Jews. In the second stage of genocide, Symbolism, expresses that symbolism is, "Names or symbols that are given to people classified as "different." Jews living in Nazi occupied Europe were made to wear the Star of David," (Source B). In other words, this was one of the laws that the Nazi Government put in place for the Jewish people to be marginalized from everyone else. The Star of David to everyone else that wasn’t a Jewish person was thought to be an easy way for them to target the Jewish Community. In The Dairy of Anne Frank, (Source A), the passage demonstrates the government putting rules on because it presents, "The Gestapo is treating them very roughly and transporting them in cattle cars to Westerbork, the big camp in Drenthe to which they're sending all the Jews," (Source A). This law was enforced to have the Gestapos gather up Jews and take them away to be killed by gas or other painful ways. This created fear in all of the Jewish people that weren't taken away yet, which made a lot of them go into finding. Both of these sources demonstrate the laws that were put in place to marginalize the Jewish

In Elie Wiesel’s Night, the aloof foreigner Moishe the Beadle gets deported from the town Sighet with other foreign Jews. After escaping, Moishe recalls the horrific scene where the Jews were taken into the forest and, “Without passion or haste, [the Gestapo] shot their prisoners… Infants were tossed into the air and used as targets for the machine guns” (Wiesel 6). During the Holocaust, the Nazi belief that Jews were of an inferior and evil race brought forth little discrepancy on their liquidation and abuse. Anne Marie Hacht puts this notion into a broader context in “Oppression and Genocide” from Literary Themes for Students: War and Peace, pointing out that, “Analysis of literary works… reveals a common denominator of cause: governmental abuse of power that results in the manipulation or attempted extermination of a political or racial minority.” Hacht’s analysis especially applies to the case of Moishe, who witnessed first-hand the massacre of the Jewish minority. The way in which the Gestapo conducted these executions shows just how “normal” acts of genocide and dehumanization were. Ultimately, the elimination and degradation of certain racial, religious, or social subdivisions of society was a common method of

Uncle Henrick was brave but sloppy. Mrs. Rosen was scared of the ocean. Mr. Hirsh was the owner of the button shop. Mr. Rosen was a teacher. The Giraffe was a German soldier with a long neck. Kristi didn’t like green shoes. Cigarettes were a code name for escaping Jews. The Rabbi alerted the Rosen’s of their danger. Great Aunt Bertie was not real. King Christian X was the king of Denmark. Peter and Lisa were engaged in the resistance. Henrick helped the Jews escape. The Resistance was Danish freedom fighters that sunk their own ships so the Nazis couldn’t take over. Sweden was not occupied. The handkerchief had dried rabbits blood and cocaine on it. A Kroner is Danish money. Mama fell and broke her ankle then lied to Annemarie to protect

Stage 1, Classification, is when a group a people categorical separate themselves because “they” are different to “us”. Stage 2, Symbolization, which is when we give names to the ones we classify. A prime example like this is are the Jews or Gypsies. Stage 3, Discrimination is when the dominant group starts to use law, customs, and political to restrain the rights of the other group. Stage 4, Dehumanization which is when the dominant group treats the other group like they're not humans and more like vermin. Stage 5, Organization is when they start planning out their mass killing and start discussing what their next move is going to be. Stage 6, Polarization is when they start to use media and other propaganda to show how bad or inferior “they” are to “us”. Stage 7, Preparation national or perpetrator groups plan what the Nazis call it the “ Final Solution “. This is when they gather their military force and prepare to eradicate the inferior groups. Stage 8, Persecution this is when the dominant group starts to draw death lists on who to kill. Stage 9, Extermination this is when the mass genocide’s come and many people start dying. Stage 10, Denial this happens after genocide, the dominant group that caused all of the killing they deny all committed crimes and often blamed whatever happens

In Art Spiegelman’s biographical graphic novel Maus 1: My Father Bleeds History, ethnic groups are portrayed as animals to allow the audience to understand the history behind the discrimination of Jewish people during World War Two, and the reasons behind the holocaust; Spiegelman utilizes this comparison to provide a better understand the mindset of the Germans, Jews, and Poles as the genocide began to unfold. Overall, Maus 1 focuses on the story of Spiegelman’s father, Vladek, who lived through the horror that was the holocaust, and his experiences as he tried to survive in Nazi occupied Poland. Therefore, the reason why Spiegelman portrays Germans as cats, Jews as mice, and Poles as pigs is to express how these groups viewed each other and to provide an understanding into the hostility behind anti-Semitism. As well, by using animals as an analogy, Spiegelman ensures that by creating an inhuman feel, the events could be looked at through a critical lens. Due to the relevance behind Maus, many articles were written, analysing the work. The article “Rhetoric Functions of the Infestation Metaphor in Hitler’s Rhetoric” by Steven Perry, provides insight into the origins of the depiction of Jews as rats or mice, and how it led to anti-Semitism in Nazi Germany. Likewise, Sheng-Mei Ma’s article “Mourning with the (as a) Jew: Metaphor, Ethnicity, and the Holocaust in Art Spiegelman’s Maus,” and “Well Intended Liberals Slop: Allegories of Race in Spiegelman’s Maus” by Andrew Loman