Problems Faced by Asian Students in English Pronunciation

Problems Faced by Asian Students in English Pronunciation Introduction Speaking regarded as the most important and difficult micro-skill of the four skills in foreign language learning. Most adult non-native students of English in the UK particularly Asian students face a lot of difficulties when they speak English and they sometimes get frustrated when they could not understand or be understand by native speakers of English. Therefore, they encounter the same problems that confront any students studying in a foreign culture, such as grammar, pronunciation, listening comprehension and different cultures. Also, it is difficult for them to adjust to the English language especially when they speak it. They may have difficulty understanding class lecture, making them feel reluctant to participate in class discussion, seminars and tutorials. This essay will first explain and evaluate only one issue that face adult Asian students in UK when they speak English which is English pronunciation. Therefore, pronunciation is a difficult aspect in language learning f or adult Asian students which lead to real barriers to communication and can contribute to motivation with native English speakers. This essay also will examine what are the most frequent difficulties encountered them in English pronunciation, the factors that affecting the pronunciation of non native students of English , some solutions to surmount the difficulties of mispronunciation among Asian adult students and finally it will throw some light on the implications of language teaching. Literature review: Teachers of English as a FL or a L2 know so well how important pronunciation is. Nevertheless, sometimes it has been obvious that a teacher has been paid little attention to the students pronunciation in the process of second language learning and teaching. Celce Goodain(1991) states that over the past years, there have been different views about the value of teaching pronunciation in language teaching and they reported that the cognitive approach and grammar translation reading based method which used by teachers attach no importance to pronunciation. However, in the direct approach, pronunciation is considered important. In addition, Jack and William (2002) reported that pronunciation is no longer considered as an indispensable aspect in a foreign language teaching. According to Beebe (1984,51), `Most current textbooks in English as a second language either ignore the teaching of pronunciation or rely primarily on old stand-bys-to teach non-native learners to pronounce English accurately. Trammell (1993) also indicates that instruction in pronunciation has been deemphasised due to the new teaching methods like the Communicative Approach. Communication is an important need of in daily life and it should be the primary purpose of language learning and teaching . Therefore, teaching English speaking to non-native students of English how to speak English accurately and fluently with native speakers of English is one of the general objectives of the foreign language teaching. According to Yule (2006: 33), language is primarily speech and it is more basic to language than the written form. Knowles (1987) argue that written language is permanent and looks imperfect version of the spoken language whereas spoken Language is more elusive. It is clear that we all speak and hear the sounds spoken in our environment first before we write or read. For instance, child before goes to school, he will speak before write because he will acquire his first Language from his family when he imitates what they said. It is seem that as long as one can communicate with others in the second language, everything is fine but the questions is ,how can communicate with people fluently if your pronunciation is incorrect? Beebe (1984) insists that pronunciation always affect what we communicate and how well we communicate it, and therefore it should be take seriously. Weeren Theunissen(1987: 109) pointed out: Firstly, good pronunciation allows one to be better understood. It gives the speakers oral production a certain redundancy. And this can help to get a message across more effectively as a learning objective because of it is high pay off. The number of sound, sound clusters and intonation pattern in a Language is finite, as is the alphabet. Once the system has been mastered, it can be used, thus giving it fundamentally an infinite scope. Thirdly, a deviant pronunciation means that one is immediately marked as non-native abroad. Harmer (2007) suggests that if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly and appropriate stress and intonation. Pronunciations of students need to be good enough to communicate the message so that it is understood by other speakers of English. Therefore, most Asian adult students have difficulties to pronounce words or sentences correctly which can be a major cause of misunderstandings. They have difficulties in recognize sound of English, word stress( which part of a word are more heavily stressed that is spoken louder and longer), sentence stress( which part of a sentence can be more heavily stressed), sounds in connected speech( how to link the sounds together in a sentence),and finally in intonation(how our voice rises and falls at a certain point of the sentence).From my own experience as a teacher in a secondary school, most students have potential pronunciation problems when they speak English. They have problem wi th stress and intonation that they unable to put the right emphasis on the right part of the word. Also they have problems with vowels bends and consonants blends as well. For example, sounds likeea and ou can be confusing them because when they listen to the audio recordings, it can be very difficult for them to pick up the subtle blends of two or more vowels. Additionally, In consonants blends, they have problem with th sound because they are not accustomed to putting t and h together to form th sound to reproduce. It is clear that pronunciation is so difficult to learn. The first language of most overseas students effect on learning the second language. Problems that face Asian students in English pronunciation: Most Asian adult students work and study hard to become very fluent in English. However, there are many different varieties of spoken English and non-native students may have achieved fluency such as knowing correct grammar and knowing a large numbers of vocabulary especially when they have been taught by non-native speakers but they have a non-standard accent which make the use of English difficult for native speakers of English to understand. Vowels Celce-Murcia, Brinton and Goodwin (1996) states there are different types of vowel sounds in English pronunciation. Firstly, received pronunciation. It has twelve monophthongs (single or pure vowels).Secondly, eight diphthongs (double vowels) and two thriphthongs (triple vowels).therefore, some of in Asian students like Arabices , Japanese and Chinese have fewer vowels in their first Language which lead to have problems with hearing and pronouncing these distinctions of vowel sounds. For example, Japanese language has only 5 vowels /i/,/e/,/a/,/É‘/,/o/. According to, Kenworthy(1987) there are five vowels letters which are (a, e, i, o, u) .They map to 13 different sounds. For instance, the letter is pronounced differently in the words: boat, boot, out and hot. This is one of the problems that encountered by Asian adult students in pronunciation subject. They have problem with the /a/ sound (e.g. at) because it is not easy for them to hear and pronounce this sound. Also, they could not differentiate between the long sound/a/ and the sound/e/ (e.g. paper-pepper).They also have problems in differentiating between the long/e/ and the short /i/ (e.g. eat-it). Furthermore, diphthongs in English are difficult to learn and definitely tribal markers in English. .They are also very easy for native speakers of English to identify but not easy for non-native speakers of English. So, speech sounds which involve a slide from one vowel to another is the biggest problem which face Asian adult students when they speak English. For example, theou sound in the word out is a blend of /ah/ and /oo/. Several of diphthongs are quiet subtle .For instant the long /ee/ sound in the words feel and fear is a blend of /ee/ and /ah/ as (fee-ah). Celce-Murcia , Brinton and Goodwin ( 1996 ) Consonants Kota(2006) stats that English consonants are less difficult than vowels. Most languages have the sounds which are represented by the letters d, t, s, and z .Nevertheless, some languages do not use certain consonants which can be difficult for non-native speakers of English. For examples, the r and l sounds are not used by Japanese and Korean native speakers. Then, the so- called ra-la distinction is especially difficult for them. They have also difficulty to distinguish between /b/ and /v/ sounds. The /th/ sound is not simply to use it in the naÃÆ' ¯ve language. It can be difficult for Vietnamese students. Therefore, they substitue a /zh/ instead of /th/ as in: /zh/ese problems may be caused by pollution. Also, he adds that there are more consonants in English than in Japanese language .Therefore, the /f/, /v/ /o/, A/, /s/,/3/,/ts/,/d3/ do not exist in the Japanese consonantal system. In addition, Munro((1993) states that some Arabic language do not make use of separate sounds for /b/ and/p/.then, they have difficulty to distinguishing and pronouncing b and p sounds as in : do not bark while I park the van. The difference is quite subtle. They may confuse z withj .These problems cause misunderstanding by native English speakers when they communicate with each other From my own experience as a Libyan student at Leicester University in the UK, I had a car accident in university road because the weather was slippery and snowing which cause that the brake of my car was out of the control. After that the police came to me and asked me some questions about the accident. I said to him I feel slippery. The problem here, the police wrote in the report driver feel asleep but he did not write what I said I feel slippery .I think that was a misunderstanding between the police and me because of my language. He misunderstand me because of his linguistic constraints particularly his heavily -accented English. Other problems which face Asian adult students, is dropping medical stopped consonants. Some of them tend o drop stopped consonants such as, sounds /p/ and /k/ from the middle of poly syllabic words. For example, Chinese students tend to drop the difficult c from the word of success. They say/ suhsess/.Also, some native speaker of English pronounce the word accessory as/ assess or ee/ instead of / ack-sess-or-ee/.(Dalton,1994) Syllable structure: According to Joanna Heather (2003), English allows for in syllable structure a cluster of up to three consonants before the vowel and four consonants after the vowel as in the words straw and glimpsed. Therefore, the structure of syllabus cause issues for speakers of many languages. For instance, Japanese students usually try to in between the consonants (e.g. desk-/desks/) becomes desukusu or in the word milk shake / mIlk ʃeIk/ becomes mirukushȆ¡ku.Kota(2006) there are two types of syllable in English which are open syllables( CV) and closed syllables( CCCVCC).On the other hand, Japanese only permit one type of syllable which is open syllable. For example, Word meaning syllable Ke hair CV Kare boyfriend CVCV So, Words in Japanese do not end with consonants and it Japanese does not allow both initial and final consonants. Knowles (1987) maintains that some Asian students who first languages end in vowels, they often tend to make all English words end in vowels. For example, they pronounce the word make as /meIkÉâ„ ¢ / instead of/ meIk/. Also, they sometimes find it is so complicated when native speakers of English may drop consonants in the more complex blends (e.g. the word months, they say /mɆ¦nÉ µs/ instead of / mɆ¦nos/. Rhythm and Cadence: Brown (2001: 121) pointed out that cadence is the pattern of stresses within a sentence and rhythm refers to the beat syllabus. If each one were marked by tapping fingers on a desk: rat a-tat-tat-tat TAT of this. He adds that the main issue that trips up Asian adult students that British English are stress timed whereas most Asian languages are syllable timed. Stressed syllables are roughly equidistant in time and they like the sound of the mechanical tat-tat-tat-tat of gun machine with equal length to each syllable. However, native English speakers stretch syllables at the same time like putting emphasis on some syllables and not others. For instance,hi. Wonderful to see u again .They say this sentence like this hiiiii woooood fl to seeeeeee yu agaiaiainn. This mean, won- see- gain is both emphasized and lengthened but other syllabuses in the sentence are so lightly and shortened spoken. According to Kota (2006), stress time in English is one of the problem that encounter Asian students particularly for Singaporeans students. They speak in the way which is very difficult for English speakers to understand. Intonation Roach, (2002: 50) defines intonation as the rising or falling pitch of the voice while pronouncing words or syllables. He believes that intonation enables speakers to express their emotions and attitudes when they speak. The most problematic area of pronunciation for most Asian students is intonation. They find it extremely difficult to hear tunes or identify the different patterns of rising and falling tones. Therefore, some Asian languages have less pitch variation than English especially Japanese language.They use pith changes to mark stress on the word level which result the so-called monotonous intonation. Wong(1987) suggests that English as a tonal language(not using tones).We can understand the words in isolation but if we put them together in sentences, the meaning of the sentence may change by a shift in tone. For example, Are you going to the library?(low-then-high on word library) but if u wondered which of two persons agreed to get the list of books, the same words would have a different emphasis Are you going to the library?, and the tone for you would be rather deep which is different from the first question. Jack and Willy (2002) introduce other problems in English pronunciation .Firstly, difference between spelling and sounds. There are lots of words in English language which have silent letters. Therefore, most Asian students specifically Pakistani students pronounce these silent letters unknowingly which make them mispronounce the words. For example, knowledge, kneel .These two word have k silent letter which they should not pronounce it at all. Secondly, multiple sounds of the same letters are also one of the issues that encounter Asian adult students. This mean there are many letters and combinations of letters which produce numerous sounds at different place. For instance, the letter c produces two sounds like s and k (e.g. circle, car) and also ch letter produce three sounds as ch,k andsh. Factors affecting the English pronunciation of Asian students: The effect of native language: Every language in the world has different accent and varsities is true that non native speakers speak the target language in a different way. Sometimes, they speak highly different than native speakers of English do. Avery Ehrlich (1987:9) calls the foreign accent the nature of which is determined to a large extended by a learners native language. Then, native language of speaker may influence on the pronunciation of the target language. Jack and Willy(2002: 184) states that the way we speak is a part of our identity ,that is, phonemic differences between language cause, a target language which will be spoken with a foreign language. Some Asian students specifically Turkish adult students have difficulty in some English sounds or words that are not exist in their first language. For example, the sounds/ÃÆ' °/ and / ÆÅ ¸/ are not exist in Turkish language which lead Turkish students to face difficulty to pronounce these sounds when they speak English. So they produce these sou nds under the influence of their first language. Then, the influence of native language is inevitable. The factor of age: This is the most important factor in learning English pronunciation. If someone wants to pronounce a foreign language with a native like accent, he/she should start to learn it during his/her childhood. For example, children who start learn English language in foreign language speaking people environment. As a result, they have more advantage than the children who learn the second language in their motherlands. Krashen (1988) mentions that people who expose their second language during childhood, they achieve higher foreign language proficiency than those who beginning as adults. It seems that age is the main factor which effect on adults English pronunciation. They are difficult for them to learn English language after puberty. Therefore, it is better to learning it in short run and should be started in puberty. Phonetic Ability: According to Jack and Willy (2002) pointed out that some people who have a good ear, they have the ability to discriminate between the two sounds accurately. So, learners phonetics ability affects the development of their pronunciation. Kenworthy(1987) believes that the influence of age is an efficient factor for phonetics ability. Because it is so difficult for adult students to have more ability in pronunciation than immigrants children who start their learning process in a second language speaking environment. The Amount Exposure: Many non native speakers have not opportunity to practice the English language in their motherlands. English also do not only used in the classroom. If the learners live in an English- speaking country, the learners will have opportunities to listen and speak with native speakers of English. Conversely, there will no advantage for learners if they live in a non English speaking country. Kenworthy (1987) insists that exposure can be a contributory factor but it is not necessary factor for developing adult learners pronunciation. Learners should make use of it is opportunities, if they are aware of the necessity of being exposed to the second language. If the learners do that, they will be more successful in case of improving their pronunciation. Personality and Attitude This factor affect the pronunciation of most Asian adult students in a bad way if the learners have negative attitudes for the English environment .learners or they are introverted students. From my own experience as a student in the UK, I am one of the students who are introverted or shy. Therefore, I usually do not take part in classroom activities; seminars and tutorials .Whereas extrovert students have more chance to improve their pronunciation. Brown (2001) states attitude of the students toward the new language have an effective role in pronunciation learning. Also, if the learners have a good attitude for the target culture, they can develop their pronunciation accurately. If the learners have some prejudices on the second language and its society, this event will influence their approach to the language. It is clear that these above factors are effective in the learners pronunciation and also exert much influence on the adult learners. So, teachers play a significant role for helping adult learners to develop their English pronunciation. Also, they should pay attention to the students concern for pronunciation because they are not aware of the way that they speech. Therefore there are lots of methods and types of teaching English pronunciation which help Asian adult students to overcome the difficulties of it. They will also help them to acquire an accurate pronunciation and improve their speech. Solutions to surmount the difficulties of mispronunciation among Asian adult students:- Teaching pronunciation:- Jigsaw: Pennington (1996) maintains that jigsaw is a form of information gap. Students work in pairs or small group to exchange their information. They try to combine words with each other to create sentences. These sentences consist of words that the learners have difficulty to pronounce these words. For example, in the word rise which has the letters s that they must pronounce it as z and producing /raIz/ e.g. I was surprised that the raisings rise! B-Tongue Twister: This kind of activity helps adult Asian students to say difficult words and phrases so quickly. Celce-Murcia (1987:55) stress that there is a little transfer from practice to natural information. But, if it is needed and necessary, they can be used. Example: Paul piper picked a peck of pickled peppers. 2-Drilling Techniques There are lots of drills which helps adult Asian students to improve their English pronunciation. They are very useful for teaching the correct pronunciation of the words and sentences. A- Saturation drill Wong (1987) proposed it is vey suitable for all position of the problematic sound. For instance, the sound /s/ as a problem sound. It can be drilled in its three positions Initial media final See leasing peace Seem clinic purse Substitution drill Dalton (1994) says that this drill can be applied by substituting any sound instead of other sound. For instance,/t/ sound instead of /ÃŽÂ ¸/ and /d/ in place of /ÃÆ' °/( e.g. this is thin/tin.) It is clear that there are other ways helps learners to overcome difficulties of pronunciation .First, media which give to the students positive advantage especially when they watch standard English news channel like BBC. Second, is practice. Students should practise English with native speaker or non native speakers of English to improve their English speaking Conclusion: To sum up, teaching pronunciation is one of the important areas of foreign language teaching. Most overseas students especially Asian adult students encounter troubles when they try to communicate with native speakers of English. Then, communication should be the primary purpose of language learning and teaching. One crucial part of effective communication for Asian adult students to grasp is: comfortably intelligible pronunciation. They have certain difficulties such as produce correct sound and recognition of English sounds, understanding of stress and intonation, difference between spelling and sounds and other problems. Therefore, it should be studied in the early age (from puberty) to eliminate these problems and also to overcome the negative influence from the first language interference. Teachers must be a ware of the techniques which help students improve their pronunciation according to their age, ability, needs, attitudes and expectations. Count words (3200) Classroom Implications: Appendix I: Generally, pronunciation is really complicated process in foreign language teaching. There are some of sounds which have similar sounds but have different meanings. This can be causing much confusion to the learners. Therefore, most ESL students have problem with English pronunciation when they speak English. From my own experience as a teacher in Libyan secondary school, I used several ways to teach pronunciation which can be benefit all learners. Firstly, introducing phonemes .because the biggest problem that faces them is the distinguage between sounds. For example, in the words fat, mat, cat, sat, the letters /f/, /m/, /c/, /s/ are the phonemes which are the beginning letters of these words. Phoneme makes the distinct difference between similar words. After that, students listen and repeat these different sounds and then identify them. For the best result, I introduce phoneme in pairs. (e.g. the /f/ and/v/ sounds).They listen and speak them and also repeat simple words like( fat- vat)Secondly, practicing phonemes for making the sound accurately. I drew pronunciation diagrams on the blackboard because they help them to know how to hold the tongue and lips. For example, the sound /th/ in #the word this and thank. Anxiety is usually common among students when they lean pronunciation. Then, I usually use some verbal games such as, handclap rhythms and jazz charts which can help them to improve their speaking and relieve much of pressure. Appendix II: Students listen to audio recordings and they practice what they hear because recordings get them attuned to stress, intonation, pitch and phonological distinctions. For example: Listen and say what word you hear: is it from column (a) or column (b)? Some words are unusual. Appendix III Word stress and intonation Listen and mark the stressed syllable. Daughter- orbit-planet- computer- meaning- handle-homework- hospital derision. 2-Read these sentences and mark the pauses with / and mark the intonation pattern with à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ and à ¢Ã¢â‚¬  Ã¢â‚¬Å". People who look different from others in some way are interesting. The one who looks bored is my sister. The latest design, with CD player is very expensive. A tidy, conventionally decorated room with everything in its place is boring.

Fresh Water Essay

The greatest similarity between fresh and salt water is that both are basically the same chemical – water, although the contents of other materials dissolved in it differ. Both contain some amount dissolved chemical in it though the quantities vary. Both form different links in the water cycle of the nature. Both are homes to aquatic life. Difference: Salt water contains much higher quantities of dissolved chemicals as compared to fresh water. This higher concentration of chemical also raises the density of salt water above that of fresh water. Plant and animals living in two types of water bodies are different. Salt water is found only as large standing bodies of water. Most of these are in form of seas and oceans, although though some lakes including very large ones considered to be sea also contain salt water. Fresh water is found in standing bodies of water called lakes, as well as running water as in rivers and streams. Fresh water is available in many other forms such as in rain, and ice caps in the poles and in very cold places. However no fresh water is found in seas and oceans. Fresh water is used for drinking as well as many industrial processes. However salt water is generally not suitable for most of the industrial use except for cooling. On the other hand salt water is used as a source of some chemicals, particularly common salt. Freshwater does not yield any such chemicals. Comparing Fresh water and ocean water, each has their differences. Most notable is animals living in each. The animals that live in the Salt â€Å"ocean† water would not survive in fresh water for an extended length of time. Same holds true for fresh water animals. However there are a few species that have adapted and can live in both. Some Salt water animals have also evolved to live in Fresh water. Humans cannot drink ocean water without dying. The salt in it dehydrates you to the point you die of thirst. In order to drink ocean water you have to desalinate it in one of many ways. Boiling it being one way. Ocean water also contains every natural element on the planet. If we could find a way to mine the water that is cost effective, we would have a lot more resources. Ocean water freezes at 26 degrees F and fresh at 32. While only 6 degrees difference in water terms that is huge. It prevents a vast amount of the oceans from freezing over in the winter, of course global warming has helped with that. As for your comment of only 3% of the worlds oceans is fresh water, it is very true. While there is a lot of surface area of fresh water the oceans are miles deep. The deepest point on Earth is approx 35,000ft below sea level or about 6. 75 miles down. Many of the deepest lakes only hit about 2000 to 3000 ft deep. Also when you compare the surface area of the fresh water bodies comparies to the oceans there isn’t much. The great lakes between Canada and the USA contain 20% of all fresh water on the planet. That is enough water to cover the entire USA with 9. 5 feet of water. When compared to the oceans that isn’t much. So don’t be surprised. Fresh water is lighter than salt water. Therefore, fresh water â€Å"floats† on top of salt water. This principle becomes extremely important when considering the drilling of a well in order to tap into the ground water of any island. The weight of the rain water that percolates into the ground depresses the salt water beneath it forming a profile that has the appearance of a lens. This is called the Ghyben-Herzberg lens. The principle of this relationship was discovered independently by a Dutch scientist named Baden-Ghyben and a German scientist named Herzberg. The underground boundary that separates the fresh water layer from the salt water is not a sharp boundary line. In reality, this boundary is a transition zone of brackish water (fresh/salt mixture). This is caused by seasonal fluctuations in rainfall, tidal action, and the amount of water being withdrawn either by humans or by natural discharge. Fresh water has a density of 1. 0 while salt water has a density of 1. 025. From this, you can see that salt water is slightly heavier than fresh water. The ratio between the two is 41:40. The formation of the Ghyben-Herzberg lens has a profound effect upon the availability of fresh water on an island. This principle essentially states that for every foot of ground water above sea level there are forty feet of fresh water below sea level! The mathematical formula for the fresh to salt water relationship is: hs = hf / es – ef where hs is the depth of fresh water below sea level, hf is the depth of fresh water above sea level, es is the density of salt water, and ef is the density of fresh water. Using the common density figures for fresh and salt water the formula can thus be simplified into hs = hf / . 025 Understand that this applies only to fresh ground water that is sitting directly on an intruded body of salt water. It has no meaning on a large island where an inland body of ground water may be confined by layers and dikes of lava rock. On islands that are largely composed of dense lava rock, little if any salt water intrudes very far into the underlying rock structure. It is generally only in shoreline regions that salt water intrudes into the cracks, crevices, and loose rock spaces. On low, small islands that are largely composed of coral or other porous materials, salt water intrusion into the underlying interior is quite common. The drilling or digging of wells on these islands and especially on along the shoreline must be done with care. Going too deeply will penetrate the transition zone and result in salt water infiltration and the contamination of the fresh water in the well. I have seen such a well dug in solid lava rock along the shoreline in the Ka’ u District on the island of Hawai‘i. This well was located a few feet above the high tide line approximately a hundred feet from the ocean. The opening was rectangular, about 3 1/2 feet wide, and 6+ feet long. On one end a set of stairs had been cut into the rock allowing one to walk down five or six feet to the level of the well water. This well was unused as there are no dwellings or settlements in the immediate area. In fact, the area was considered to be â€Å"range† land where a few head of cattle managed to find enough to eat in this dry, desert-like environment. The size and construction of the well indicated that at one time it may have served a considerable number of people and possibly even an old Hawaiian village. Unfortunately the well had been abandoned and neglected. It contained a fair amount of decaying leaves and grass. There was also a considerable amount of broken glass from beer bottles that had been thrown against the interior sides of the well. This was probably done by shore fishermen who frequented the area from time to time and used the well as a convenient trash dump during evening camping parties. Nonetheless, the well serves as an excellent example of the Ghyben-Herzberg lens’s importance to the availability of fresh water in a place where one might think that none can be found. I already had listed some differences of salt water versus fresh water so here are some similarities;

The Sole Method You Should Be Using for Writing a Paper Online

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The Holocaust Research Paper - 847 Words

For my final paper I will be using all of the data and information I have collected about making my argument upon why the Germans were so oblivious. I will be talking about the events that occurred between 1933 and 1943. I will be summarizing how these specific events led to the rise of Hitler’s power and the Holocaust. I will summarize how these events affected people back then and how it has affected people today. Holocaust was one of the biggest travesties in the world. It took place between 1933 and 1945. Hitler, the Nazi leader and German chancellor, removed black people, gay people, gypsies and most commonly Jews from their household. Over eleven million people were murdered during the Holocaust, six million of which were Jews. The Nazis would relocate prisoners to concentration camps, most commonly known as death camps. At these camps, prisoners were put to work, doing manual labor. Not only were they starved but the captives were beaten, and tortured. If the prisoners didn’t die from starvation or disease, they were executed. The Great Depression began after WWI ended. Everyone blamed Germany for what happened so they had to repay everyone’s war debts. Shortly after Germany started paying off their debts with the United States, the stock market crashed in New York, causing a deep economic depression in in US. The US demanded all of the money Germany owed them faster to help the United States debt, but this situation made Germany’s economy worse thanShow MoreRelatedThe Holocaust Research Paper837 Words   |  3 PagesThe Holocaust, a sad time in human history, but in all that sadness, there were heroic stories of people and Nazi prisoners standing up for what was right instead of following the awful fascist state that was called Nazi Germany. In this paper, I write about a couple of the rebellions that some of the Jewish population in this time did to fight for what was right and trying to stop Nazi’s from brutally murdering them. Here, I tell these stories of heroes and heroism in the very evil Nazi GermanyRead MoreHolocaust Research Paper834 Words   |  4 PagesIn New York, United States a new wave of Jewish refugees is going to create a new American identity among society. To the skepticism of the grand percent of the Jewish community, America was indeed the gateway from dictatorship, prejudice, persecution, and death to Jews. An impressive 85% of Jews have experienced or witnessed anti-Semitic remarks at some point in their lives, according to a poll by the World Zionist Organization’s International Center for Countering Anti-Semitism. During the earlyRead MoreHolocaust Research Paper3287 Words   |  14 PagesThe Holocaust was one of the twentieth centurys greatest tragedies that were made possible by anti-Semitism, the indifference of other nations, isolationism politics, and outright fear. Mrs. Arana/ Period 3 Miranda Ruiz 5/16/11 The road to the creation of the Holocaust started with one man. Adolf Hitler. Although thousands of people agreed with anti-Semitism at the time he was the one who started to take his thoughts into actions. After World War 1, German was in great poverty, unemploymentRead MoreThe Holocaust Research Paper1902 Words   |  8 PagesThe Holocaust Anti-Semitism in Europe did not begin with Adolf Hitler. Though use of the term itself dates only to the 1870s, there is evidence of hostility toward Jews long before the Holocaust--even as far back as the ancient world, when Roman authorities destroyed the Jewish temple in Jerusalem and forced Jews to leave Palestine. The Enlightment, during the 17th and 18th centuries, emphasized religious toleration, and in the 19th century Napoleon and other EuropeanRead MoreThe Genocide Of The Holocaust885 Words   |  4 Pages The Holocaust genocide lasted for approximately 4,482 days. There were nearly twelve years of planning and organizing the extermination of Jews in Europe. 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While my topic has changed to theRead MoreRole of Women in Jewish Religion1254 Words   |  6 PagesNazis, which is known as the Holocaust. The Holocaust was controlled by German Nazis who were mandated to kill all Jewish race. The Nazis didn’t have sympathy for no one. They killed men and women (elder or not), pregnant women, kids, and even babies. However, Jewish women were mainly targeted more than any other category in the Holocaust. For the most part, they were often more than fifty percent of the population that were killed by the Nazis. Women in the Holocaust suffered the most being thatRead MoreBlack Newspapers And The Holocaust1608 Words   |  7 Pagescontinue to cover the Holocaust? After finding limited articles pertaining to the events of Kristallnacht, I was curious to see if more coverage would be dedicated to the events that came after. I specifically wanted to look into African American newspapers of the day in order to see how the African American community reacted to the atrocities. During this time period many African Americans were facing persecution at home, so I figured they would approach new of the Holocaust with a different outlookRead MoreComparing American Slavery and the Holocaust994 Words   |  4 Pages The purpose of this essay is to compare and contrast the American Slavery and the Holocaust, in terms of which one was more malevolent than the other. Research indicates that â€Å"the â€Å"competition† between African-American and Jews has served to trivialize the malevolence which both has suffered† (Newton, 1999). According to L. Thomas â€Å"A separate issue that contributes to the tension between blacks and Jews refer to to the role that Jews played in the American Slave trade.† History Around 1600Read MoreEthical Views of the Holocaust1377 Words   |  6 PagesEthical Views of the Holocaust In this paper I will be going over the ethical views of the Holocaust. I have taken information from the accounts of surviving Jews of the Holocaust. I have also looked at information from those who believe the Holocaust was not a big deal and deny that many of the events even happened. I will bring up some viewpoints that may change peoples perception of the Holocaust. Some of these facts were a shock to me and changed my view a little but some are so profound