This post doesn’t live here anymore. It has emigrated to my other blog:
The Big No-No: An Outsider on American Fascism, where it resides under the title:
“American Eugenics Programs, Hitler, Nazi Breeding Programs and Genocide”
This post doesn’t live here anymore. It has emigrated to my other blog:
The Big No-No: An Outsider on American Fascism, where it resides under the title:
“American Eugenics Programs, Hitler, Nazi Breeding Programs and Genocide”
This post doesn’t live here anymore. It has emigrated to my other blog:
The Big No-No: An Outsider on American Fascism, where it resides under the title:
“Authoritarianism: Respect for Authority — the President, Teachers, Police”
This post doesn’t live here anymore. It has emigrated to my other blog:
The Big No-No: An Outsider on American Fascism, where it resides under the title:
This post doesn’t live here anymore. It emigrated to my other blog:
The Big No-No: An Outsider on American Fascism,
where it resides under the title:
“Time Eternal in The Assault: Events Put in a Larger, Timeless Perspective”
Posted in Books, Literature, World War Two
Tagged books, De Aanslag, Harry Mulisch, Literature, mythology, The Assault, time eternal, World War Two, WWII
This post doesn’t live here anymore. It emigrated to my other blog:
The Big No-No: An Outsider on American Fascism,
where it resides under the title:
“The Changing Past: The Assault Is the History of an Incident”
Posted in Books, verhuizen, World War Two
Tagged analyse, analysis, De Aanslag, Dutch, Harry Mulisch, history, Literature, literatuur, Netherlands, The Assault, World War Two, WWII
This post doesn’t live here anymore. It emigrated to my other blog:
The Big No-No: An Outsider on American Fascism,
where it resides under the title:
“Paquette and the Nazis: or: Books and Babies, the Stuff of Nightmares”
This is the thirteenth and last (for now) post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
Any member of the resistance who was captured, was interrogated/tortured first to get names of more resistance members, and then shot. Sometimes in the dunes on the coast, sometimes in the street, as a deterrent.
This is the eleventh post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
This is the tenth post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
This is the ninth post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
This is the sixth post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
“The resistance” was anyone who thwarted the German occupation and the German war effort in any way.
They could be teenagers, like high school boys and their teachers who organized into gangs, or men spying and communicating by illegal radio with the government in exile and with the allied forces.
This is the fifth post in a series about American high school students’ impressions on a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
This is the fourth post in a series about American high school students’ impressions of a presentation I gave on the Netherlands during World War Two. Click here for the introduction to said presentation. Continue reading
Posted in High School, Holland, World War Two
Tagged America, Bezetting, Dutch, education, German occupation, Headwaters School, history, Khabele School, Nederland, Netherlands, onderwijs, tweede wereldoorlog, United States, World War Two, WWII
Photo: http://www.members.home.nl
This is the third post about impressions of American high school students of a presentation I did on the Netherlands in World War Two. Click here for the introduction to said presentation.
Posted in High School, Holland, World War Two
Tagged America, Anne Frank, Dutch, education, Headwaters School, history, Jews, jodenvervolging, Khabele School, Netherlands, onderwijs, tweede wereldoorlog, United States, World War Two, WWII
This is the second post in a series about American high school students’ impressions of a presentation about the Netherlands in World War Two. Click here for the introduction to said presentation.
My son B.’s ninth-grade class is learning about World War Two right now, so I offered to give a presentation about the Netherlands during WWII. Not because, in itself, the Netherlands’ history is so important in the big picture, but because I suspected that otherwise the students probably wouldn’t learn too much about how it was for Europeans to be occupied by the Germans.
The demography and geography of the different countries in Europe may vary greatly, but the stories of German occupation, resistance, and living in constant fear and uncertainty have much in common.
And, of course, the occupation of countries, the killing of Jews and the constant intimidation and terror all over Europe is what American soldiers were fighting, even though they may often not have been aware of it, since they were mainly in battle situations against other soldiers. But when they were fighting for freedom, this is what it meant.
This is the first of a series of posts about my family during WWII. For a brief history of the Netherlands in WWII, click here.
Most of the stories about WWII come from my mother’s side of the family. My grandparents were in their 30s when the war started, my mother was five, and my aunt turned one on a beautiful day in May 1940. (The family celebrated her birthday outside, and saw the first German planes fly over on their way to bomb the blazes out of Rotterdam.) My uncle was born two years later, in the middle of the German occupation. Continue reading
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