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April 12, 2013

Teacher in American school asks students to write a paper on Nazi propaganda against Jews

Filed under: Holocaust — Tags: , — furtherglory @ 2:15 pm

Update April 14, 2013

The teacher should have just assigned the students to read the news and write about what the 6 million Jews in America are doing now.  You can read about the latest incident of lying, cheating and stealing in today’s news here.

This quote is from today’s news:

Federal prosecutors are trying to prevent a jury from hearing evidence that a multimillion-dollar fraud at a non-profit which processes Holocaust claims is even more widespread than the FBI and the U.S. Attorney’s office have so far revealed.

The prosecutors, from the Manhattan U.S. Attorney’s Office, are also trying to prevent defense lawyers from arguing that the German government and the Conference on Jewish Material Claims Against Germany were negligent and therefore partially to blame for the alleged $57 million fraud that will be the subject of the trial.

A fraudster’s guilt “simply does not depend on whether a victim was diligent or not,” prosecutors argued in court papers filed in U.S. District Court on March 22.

Judge Thomas P. Griesa, of U.S. District Court, has deferred ruling on both of the prosecutors’ requests unless and until such claims arise during the trial, which began with jury selection on April 8 and is expected to last for four weeks.

The Claims Conference distributes millions of dollars from the German government to Holocaust survivors around the world. The trial will focus on alleged fraud perpetrated against two Claims Conference controlled funds.

But the government’s motions suggest, for the first time, that additional cases of fraud may have taken place.

The German government is paying restitution to the Jews that they didn’t kill during the Holocaust, while the Jews continue to lie, cheat and steal.

The  Albany, NY teacher, who assigned her class to write an essay on Nazi propaganda about the Jews, has been put on administrative leave.  This quote is from the latest news story about the teacher:

The writing assignment was done before a planned class reading of the memoir “Night,” by Holocaust survivor Elie Wiesel.

For the assignment, the teacher asked students to research Nazi propaganda, then write a letter trying to convince an official of the Third Reich “that Jews are evil and the source of our problems.”

That sheds a whole new light on the story.  Was this teacher planning to tell her students that Elie Wiesel represents what the Nazis didn’t like about the Jews?  The Nazis complained that the Jews “lie, steal and cheat.”  Elie Wiesel wrote a fake memoir about his alleged time in Auschwitz and Buchenwald, but there is no proof that he was ever in either of these camps.  Elie lied, made lots of money from his fake memoir and cheated the millions of people who bought his book.  He is the poster boy for what the Nazis said about the Jews.

This news, about the teacher’s assignment, has been going around the world.  You can read it here on the online BBC News.

The following quote is from the article in the online BBC News:

A New York state teacher faces possible disciplinary action for assigning students to argue Jews were to blame for the problems of Nazi Germany.

The Albany High School teacher asked students to assume they were convincing a Nazi official of their loyalty.

A third of the students refused to complete the assignment.

The school system’s superintendent says she believed that the teacher bore no ill intent but that the assignment should have been worded differently.

“I would apologise (sic) to our families,” Marguerite Vanden Wyngaard  told the Albany Times-Union, which first reported the story.

“I don’t believe there was malice or intent to cause any insensitivities (sic) to our families of Jewish faith.”

Ms Vanden Wyngaard scheduled a press conference at the United Jewish Federation on Friday to discuss the controversy.

The English teacher, who has not been named, asked students to pick a method of argument and review a packet of Nazi propaganda in order to make a persuasive argument that “Jews are evil and the source of our problems”.

“Please remember – your life [here in Nazi Germany in the 1930s] may depend on it. You do not have a choice in your position… use solid rationale from government propaganda to convince me of your loyalty to the Third Reich.”

A spokesman for the school district said administrators were discussing whether to take official action against the teacher.

So what’s wrong with this class assignment?  The students were not asked to write their opinion of Jews, but to write what Hitler and the Nazis said about the Jews.

In his book Mein Kampf, Hitler described the struggle for world domination as an ongoing racial, cultural, and political battle between Aryans and Jews. He accused the Jews of being behind an international conspiracy to control world finance and to control the press.  Hitler blamed the Jews for inventing liberal democracy, as well as Marxism (Communism). He accused the Jews of promoting prostitution and vice.

Hitler’s main complaint against the Jews was his claim that the Jews had caused Germany to lose World War One.  He accused the Jews of spreading “the Big Lie” that Germany had lost the war on the battlefield.  This was twisted by the Jews into their accusation that Hitler ADVOCATED telling “big lies.”

In page after page of Mein Kampf, Hitler described the Jews as “parasites, liars, dirty, crafty, sly and wily.” In describing the  Jews, Hitler used words like “sponger, middleman, maggot, eternal blood suckers, repulsive, unscrupulous, monsters, foreign, menace, bloodthirsty, avaricious, the destroyer of Aryan humanity, and the mortal enemy of Aryan humanity.”

The point of the assignment in the Albany school was to teach the students that Hitler was wrong in what he said about the Jews.  The teacher made a mistake in asking the students to argue on the side of Hitler.


  1. Well done to the teacher who encouraged her pupils to express their opinions on National Socialist criticism of “Gods”
    (Self) Chosen People (Khazar fake Jews) to rule to the world (Communist One World Order) modelled on: “One World Jewry.”

    I am reading:”The Beast of the Apocalypse,” and there is no better way to support this teacher than by the following quote: “There is no single fact in history more clearly obvious than the peculiar animosity of the (Khazar fake) Jews for all peoples other than their own. It is only to be understood on the basis of the almost incredible obsession of race-superiority – the myth of the (self) Chosen People. The general antagonism against all Gentiles in general is surpassed only by Jewish hatred of Christianity in particular. If Christ (Yashua ben Joseph) was the (Sun) Son of God and brought salvation to all the races of the world, then, of course, the Covenant with Abraham (Abram) WAS misinterpreted by the Jews in the first place, or (IT WAS SUPERSEDED BY CHRIST’S MISSION).

    The Jew – as long as he is hedged in the MENTAL (PSYCHOTIC) ghetto of his race – can never accept this doctrine.

    The Messiah he expected was to be an invincible warrior who would conquer the Gentiles, rebuild the Temple, and rule the nations of the world from the ancient seat of power in Jerusalem (Iruslm + Urusalim the city of the Temple of the Sun God Ninibusu (Al matUrusalinuki, alBidanNinIbusumu) (Ibusu= title of the pre-Israelite inhabitants of Urusalim, the Ibus of the Old Test Amen (t) Hebrew, the “Jebusites.”)

    The Jehovah of Judaism is a jealous God, and glory and power is only for the seed of Abram (Abraham) who wear the scar of the Covenant (circumcision?) Organised Jewry will never abandon its inborn conviction that it is the (self) Chosen People. The passing of the centuries has neither dulled nor modified this ingrained faith of destiny.

    Only the interpretation of the means of accomplishment have been altered; new methods for old, and a concerted plan of action under modern and scientific planning. There is no need for blue-prints and maps of strategy.

    A tacit understanding is the in-built work of the Synagogue (Sinnergogue), lamented with indestructible cement over a period of two thousand years.

    Perhaps the Messiah expected so long is merely a symbol of their own (delusional) genius; the tempered weapon of their own ingenuity? What might not be accomplished by the sword, may more easily be achieved by the mind.

    There is more power in the intrigues of the cloak-room than is to be purchased in the halls of oratory, and it is better to own the king than to sit on the throne. There is more destructive power in the counting-room than may be found in a hundred atom bombs, and it is more profitable to finance your enemies to fight each other than it is to fight both of them yourself. It is easier to infiltrate a government than to take it by assault; and what can be done with a single government may be done with a government of all nations.”

    It is also worth quoting the following: “The withdrawal of Roman troops from the provinces was probably the signal for the (Jewish) revolt. In any event, it broke out simultaneously with wild fury throughout the heavily Jewish populated provinces of the (Roman) Empire. The Greeks, of course, were the immediate victims of Jewish fury.

    All Egypt, both Alexandra and Thebais, with Cyrene, arose. The Jewish successes in Egypt were immediate.

    The Greeks retreated before them, falling back to Alexandria. The city fell to the Greeks and most of its Jewish population perished. Headed now by Andrew and Lucaus, the Jewish armies swept over all Lower Egypt, where they were reinforced by additional thousands. They penetrated Thebais and butchered all who stood in their way.

    The Roman army under Lupus, dispatched to quell the revolt, was defeated. The Pagan world, immersed in cruelty, had never witnessed such scenes of horror and barbarity. The Jews, in a frenzy of blood, killed every Gentile within striking distance – “they killed a multitude of people countless as the sands of the sea.”

    Nor were they content with merely killing. Some of the Gentile leaders were sawed asunder from head to foot.

    They flayed the Gentile bodies, and clothed themselves with the skins. They twisted the entrails of the slain and wore them as girdles They annointed themselves with the blood of their victims.
    The victors, who disdained to to eat the flesh of swine, feasted on the bodies of their enemies. Captives were thrown to wild beasts, or forced to fight each other to the death as gladiators in the arenas. 220,000 Gentiles fell in Egypt, while not a single goim of either sex or age was left alive in Cyprus – some 240,000.

    The populous city of Salamis became a desert. Lupus, the Roman governor, without troops after his defeat, was helpless to stay the horror about him. Terror, such as had never before been known, swept the land.

    Meanwhile, Hadrian (afterwards Emperor) landed his legions on Cyprus and defeated the Jews, whom he expelled from the island. Not even a ship-wrecked Jew was ever again permitted to land on the island without suffering the penalty of death. Marcius Turbo landed with a considerable force of cavalry and legions on the coast of Cyrene.

    He soon suppressed the insurrection in that province and marched upon Egypt where Lucaus still spread death and terror. Lucaus and his Jewish butchers attempted to force their way by Isthmus of Suez, and some of them are believed to have escaped into Palestine. It is recorded that the Jewish losses exceeded the number that fled Egypt under Moses (Tutmoses) – 600,000. With the destruction of the Alexandrian synagogue, “The glory of Israel departed.”

    If this history lesson teaches us anything, it is that the Gentile races CAN annihilate (in self defence) “Gods” (Self) Chosen People and their genocidal agenda for a Communist World Order. But do not confuse the Eastern European Asiatic Mongol Turkic Khazar (fake) Jews of today with those people who were called “Jews” two thousands years ago – there is no relationship or similarity, except by way of indoctrination of the (Zionist) Talmud since the conversion of the Eastern European Khazars to Talmudic Zionism, which has indoctrinated the Khazar (fake) Jews with the same pre-rational pre-civilised psychotic genocidal insanity that has stained the pages of Western European history ever since the establishment of private Jewish federal reserve banks, which are the source of the “terrible power of the purse,”that was responsible for the “Red Terror in Russia,” that has no equal in the history of civilisation. It may be the case that Cyprus is being crucified today by modern International Finance because of events that occurred in Cyprus 2000 years ago that led to the the destruction of 240,000 Cypriot inhabitants.

    Comment by John-Joseph: Saintclair — April 13, 2013 @ 11:09 am

    • The teacher should have presented both sides. Have the students read the Nazi propaganda, and then have them read a few selected passages from the Talmud, so they can learn what the Jews think about the goyim.

      Comment by furtherglory — April 13, 2013 @ 3:55 pm

      • Given the degree to which Americans have been totally brainwashed against German National Socialism, it is highly unlikely that even if the teacher concerned had presented both sides, her students would have adopted a balanced approach, since one third of her students refused to complete the task. That fact speaks for itself and demonstrates the completely polarised one dimensional mentality of the vast majority of Americans and their ingrained hatred of Germany and National Socialism. America is not called:”The United Soviet of America” for nothing.
        I can only extend my deepest sympathy to the teacher concerned that she has to teach students with the mental capacity of a five or six year old. Jomi

        Comment by John-Joseph: Saintclair — April 14, 2013 @ 2:38 am

        • “America is not called:”The United Soviet of America” for nothing.”

          I prefer “da United States ov AmeriKike, oye”. 😉

          Comment by hermie — April 17, 2013 @ 6:01 pm

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