Well, Are You Just Going To STAND There?
High School Activity 2 Responding to InjusticeWell, Are You Just Goingto STAND There?ESSENTIALQUESTIONS What are ethics? Howcan one tell whensomeone is actingethically? Why is it often difficultfor people to actethically in responseto others committinginjustices?OverviewIn this activity, students will consider various factors that limitindividuals’ willingness to intervene on behalf of victims ofpersecution. They will view eye witness testimonies describingthe behavior of onlookers in various genocides and think aboutwhat constitutes ethical behavior in difficult circumstances.They will then learn about Oskar Schindler’s efforts to rescueJews during World War II and evaluate the ethics of his actions.Students will conclude the activity by crafting an argumentativeessay regarding Schindler’s actions.Target Audience What constitutesethical behavior wheninjustices are beingcommitted?High School World History or Philosophy/Ethics In what ways canindividuals take actionto correct injustice?Two 45–60 minutes class period(s)Activity DurationEnduring Understandings Injustices can only be corrected when concernedindividuals take action. There are many different ways for individuals to takeaction against injustice. Ethics are the set of moral standards that guide anindividual’s behavior.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.1
High School Activity 2 Responding to InjusticeBackground Information/LinksMATERIALS Computer withInternet connectionand a projector If available, deviceswith internet access,one per student orstudent pair Handouts, one copyper student The Actions ofWitnesses Judging OskarSchindler Ideally, the teacher willhave curated the clipsin a location accessibleto students prior tothe lesson.The decision to risk personal security to intervene on behalfof another human being is always a complicated one. Thesedecisions are guided by every individual’s ethical code. In timesof genocide, when intervention often carries with it the riskof severe punishment or execution, these decisions to helpare especially fraught. In all genocides—from the Armeniangenocide and the Holocaust to the Rwandan and SyrianGenocides—courageous individuals who were guided by ethicsrisked everything to help victims of persecution. On the otherhand, many more individuals weighed the risks and decided notto get involved. These individuals did not perpetrate the crimesagainst humanity, but they also did nothing to stop them. Werethese people behaving unethically? Do ethics change basedon practical circumstances? Or is definition of ethical behaviorinvariable? Those are the questions at the heart of this activity.Oskar Schindler’s efforts to save persecuted Jews in NaziGermany is well-known as a result of the 1993 film, Schindler’sList. Schindler was a member of the Nazi Party and anindustrialist who sought to profit from war activities early inWorld War II. He took over a factory confiscated from its Jewishowner by the Nazis, staffed it largely with forced Jewish laborersfrom the Plaszow concentration camp, and socialized quitefrequently with the sadistic commandant of the camp, AmonGoeth. Although the workers suffered horribly in the camps,Schindler intervened on their behalf on several occasions.When the camp was to be liquidated, Schindler proposedand received permission to build an armaments factory in theSudetenland to be staffed by 300 of his Jewish workers. Thoseworkers have testified that conditions in Schindler’s factorywere quite good and that they felt safe there. Schindler treatedthem as human beings; in return, when Schindler’s fortunes fellafter the war, many of the workers provided him with charitablesupport. It is unclear why Schindler seemed to transform froma self-absorbed Nazi to a rescuer of Jews, although some havesuggested that the change came after he witnessed thehorrible abuses that Jews suffered at the liquidation of theWarsaw ghetto.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.2
High School Activity 2 Responding to InjusticeFor additional informationBBC—“Ethics: A General ction/intro 1.shtmlUnited States Holocaust Memorial Museum“Genocide p?ModuleId 10007095United States Holocaust Memorial Museum—“Oskar hp?ModuleId 10005787Schindler’s Listhttps://www.imdb.com/title/tt0108052/The History Channel—Civil Rights Movement /civil-rightsmovement/videosProcedureConsider1 Theteacher will define ethics as the set of moralprinciples that guide an individual’s behavior. Ethics areconcerned with the interests of someone or somethingother than oneself.2 Theteacher will ask students to list some basic ethicalprinciples, e.g. it is wrong to kill, treat others as you wouldlike to be treated, etc.3 Theteacher will present students with a scenario: Imagine that you are browsing through social mediaone evening and notice that one of your classmates—someone who seems like a good person who you arefriendly but not good friends with—is being bullied.Many people are posting hurtful comments aboutthe victim’s appearance, social life, etc., and some aresuggesting the victim should be physically hurt. Whatchallenges does this situation present for observers whoobject to this behavior? What do you think would be anethical response?” Students will discuss their responses in pairs. Theteacher will ask for volunteers to share their responses.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.3
High School Activity 2 Responding to Injustice4 Theteacher will present a second scenario: "As you are leaving school later than usual one day,you witness the principal and one of your teachersstanding very close to and yelling at a fellow student,again someone who seems like a good person who youare friendly but not good friends with. You hear theprincipal call the student “lazy and stupid.” You noticethat other students see this interaction as well, butthey turn their backs and seem to be ignoring it. Whatchallenges does this situation present for observers whoobject to this behavior? What do you think would be anethical response?” Students will discuss their responses in pairs. Theteacher will ask for volunteers to share their responses.5 Theteacher will lead a brief discussion about the variousfactors influencing students’ proposed responses in eachscenario. How are the scenarios the same? How are theydifferent? (Emphasize that in the first scenario thoseperpetrating the injustice are your equals. In the second,they are people with significant power over you.) Howmight these differences affect individuals’ responses?Collect6 Theteacher will facilitate a brief discussion of thefollowing questions: What factors influence a person’s behavior when theysee injustice? Do ethical principles change as a result of different realworld circumstances? Do individuals have an obligation to take action againstinjustice even if it jeopardizes their own safety orprosperity (in other words, if it is against their ownself-interest)?7 Theteacher will introduce the historical example ofcivil rights protests against discriminatory state laws inthe 1940s, 1950s, and 1960s. Provide examples of thesediscriminatory laws. Explain that, during protests, activistswere purposely breaking state laws in a nonviolent way.Their demonstrators were confronted by police. If possible,show a brief video clip of one such clash between nonviolent protesters and the police.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.4
High School Activity 2 Responding to Injustice8 Theteacher will ask students, “During the Civil RightsMovement, what factors might influence a person’sdecision to take part in protests? What were the risks?”9 Theteacher will introduce the concept of genocide as themost extreme form of injustice. When the governmentis involved in killing groups of people for no reason otherthan their race, color, beliefs, etc., the risk of speaking outcan be death for the protestor himself. Understandably,witnesses to genocide have responded very differently.10 Studentswill use a graphic organizer, The Actions ofWitnesses, to analyze eye witness clips detailing variousindividuals’ responses to genocide. Students should notcomplete the last column at this time.Construct11 Theteacher will lead a brief discussion of students’findings, emphasizing the real-life circumstances thataffected the individuals’ actions.12 Workingin pairs, students will return to the graphicorganizer and evaluate each individual’s behavior asethical or not given their circumstances, providing anexplanation for each evaluation.13 Theteacher will lead another discussion of the students’thinking. Does what is considered ethical behavior changeas a result of circumstances? What is the proper balancebetween ethics and self-interest?Communicate14 Studentswill view a series of clips specifically related tothe actions of Oskar Schindler. The clips will detail bothactions he took in his own self-interest and actions he tookto protect Jewish prisoners. [ALTERNATIVELY, students canview selected portions of Schindler’s List.] Students shouldevaluate Schindler’s actions on the worksheet, JudgingOskar Schindler.15 Studentswill write an argumentative essay in which theyrespond to the following question: Was Oskar Schindler amodel of ethical courage? Can individuals today learn fromhis example? Students should present a claim and supportit with at least three specific details from the clips or film.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.5
High School Activity 2 Responding to InjusticeConnectionsConnect to Student Connect toLivesContemporary EventsConnect to theFutureStudents willbegin by analyzingwhat constitutesethical responsesto injustice in theirschool lives.Students will developtheir own sense ofwhat constitutesethical behavior,which will guide theirfuture actions.Students will beable to extend theirthinking aboutprotests during theCivil Rights Movementto civil rights proteststodayClips of TestimonyCollect: Witness Actions Tamara BranitskyShe recounts her escape from the ghetto. A Germansoldier saw her and did not turn her in, and her Christianhousekeeper and family friend helped her hide. Rose ApelianShe explains that, before her mother was killed, she toldher young daughter to go to a church if she ever neededhelp. When Rose did so, the church members refused tolet her inside because they feared for their own lives. Phansy PeangShe describes how her forced labor supervisor at firstrefused permission for her to take some time off to visither sick child. He relented when she promised to be backin five days but said he would kill her if she was late.Note: The audio is not in English, so the students willneed to read the closed captions. There seems to besome sort of inconsistency with the translation in that itkeeps flipping back and forth from feminine to masculinepronouns when referring to the sick child. Warn studentsof this discrepancy. Irene BinzerShe and her mother found refuge for a couple of weeksin the home of a friend, but he asked them to leave whenhe heard that Germans were coming. He did not want toendanger the lives of his wife and children.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.6
High School Activity 2 Responding to Injustice Arnost GraumannPrior to World War II, Arnost escaped Czechoslovakia toGreat Britain through a refugee work program. Whilethere, he asked many people to put down the 50 depositrequired to bring his parents to London but was refusedby all because they didn’t believe the situation was as direas Graumann said.Communicate: Schindler Leon Cooper (Holocaust Museum Houston Interview)He explains that Schindler saved his life by selecting himand that conditions in Schindler’s factory camp weregood He said originally Schindler was just looking to makemoney and helped the Nazis, and he’s not sure why hechanged for the better. Sidney EichenholzHe says that wealthy Krakow Jews paid Oskar Schindlerto get onto his list. Schindler later asked the Nazis to givehim a factory and Jewish workforce, ostensibly to buildammunition but really to save Jews. Joseph LipschutzWhile at his factory camp, Joseph paid Schindler a goldpiece in exchange for an extra piece of bread each week. Helena Jonas RosenzweigHelena was a maid for Amon Goeth, the brutalcommandant of a concentration camp. Schindler wouldcome frequently to socialize with Goeth, but he wouldalways offer some kind words to Helena.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.7
Judging Oskar SchindlerTestimonyEvidence of Schindler’sEthical CourageSTUDENT HANDOUTEvidence of Self InterestedLeon CooperSidney EichenholzJoseph LipschutzHelena JonasRosenzweigWas Oskar Schindler a model of ethical courage? Respond to this question with a thesis statement.Place stars next to three pieces of evidence from the testimony that you will use to support your thesis.www.TeachingWithTestimony.com8
The Actions of WitnessesIndividualHow Could theWitness / OnlookerHave Helped?STUDENT HANDOUTWhy Might TheyNOT Help? (Risks)What Action didThey Take andWhat Was theResult?Was Their BehaviorEthical? Why?Tamara BranitskyRose ApelianPhansy PeangIrene BinzerArnost Graumannwww.TeachingWithTestimony.com9
Survivor and Witness BiographiesTamara Branitsky was born in Lwow, Poland,on January 30, 1922. Her father died shortly aftershe was born and her mother had to go to work.In September 1939, the Soviet army occupiedher town and, instead of going to the university,Tamara got a job to help her mother. The Germansinvaded Poland, and on July 1, 1941, they enteredLwow. After hiding out with false papers for a time,Tamara ended up in the Krakow Ghetto and put inprison. From there she was sent to Krakow-PlaszowConcentration Camp. Here Tamara was held asa political prisoner due to connections she hadmade while she was in hiding. Later, Tamara wastransferred to Skarzysko-Kamienna ConcentrationCamp and then to Leipzig Concentration Camp. Asthe Allies were closing in, April 1945, Tamara andthe other prisoners from Leipzig were taken fromcamp on a Death March. Tamara and her friendWanda ran away and hid in a nearby barn whoseowner fed them and sent them to a safe place tohide. The Russian army liberated her there. Tamaraeventually married one of the Polish men servingin the Russian army, Leopold Branitsky. In 1952,they emigrated to Canada. Tamara worked for theCanadian government for many years and had twochildren and five grandchildren. The interview withTamara took place on April 24, 2001, in Toronto,Canada.Rose Apelian was born on May 01, 1907, in NewYork as Rose Lucy Shishmanian. In 1910, Rose andher family traveled to her parents’ hometownDikranagerd (Diyarbakir) in the Ottoman Empirewhere they stayed for five years. Then, in 1915,they were then deported with thousands of otherArmenians who lived there. After weeks along thedeportation route, Turkish soldiers attacked thecaravan. Rose’s father was killed and Rose and hersister were taken to by the Turkish commanderoverseeing the deportation. While living withthis Turkish family, Rose resisted to comply withthe assimilation to a new culture and religion. AsSTUDENT HANDOUTa result, she was sent to a Muslim institution forchildren and was separated from her sister. Rosewas able to escape the institution and unite withdistant relatives from her mother's side who lived inIstanbul. By this time, Rose had forgotten to speakArmenian and only knew Turkish. In 1921, Rose wassent to the Near East Relief orphanage in Greece Itwas in the orphanage that she was able to relearnArmenian. Around 1924, Rose reunited with herfamily in America. In 1925, she married, but did nothave any children. In 1972, Rose and her husbandmoved from New York to California. In 1977, she wasinterviewed by students of renowned scholar Dr.Richard Hovannisian. She was later interviewed bythe Armenian Film Foundation on May 06, in 1992, inTorrance, CA.Phansy Peang was born on December 12, 1948 inPhnom Penh, Chamkar Morn district, Boeng KengKorng village, to parents Tun Peang and Im Sophon.Phansy was the youngest of 11 siblings, some ofwhom died and one who disappeared before thegenocide. The Peangs were an ethnically Khmerfamily, as well as practicing Buddhists. Phansy’sparents owned a flower shop and the family wasaffluent, with connections to the royal family. As achild, Phansy attended a French school. At 18, shemarried Ham Chen. She dropped out of school,intending to take a year break, because of a severemigraine condition. Phansy and Ham moved toKampot Province for Ham’s job as a director of afertilizer factory. They lived at the factory duringthe week and returned home for weekends, andhad two children by 1975. Like many youngerCambodians, Phansy supported Marshall Lon Noland the Khmer Republic. On April 20, 1975, Phansyand her family were forced to evacuate PhnomPenh and relocate in rural Cambodia, where Phansywas separated from her husband. Six months afterevacuation, Phansy’s daughter Munichahda diedfrom convulsions. From 1975–1979, she performedforced labor—constructing canals, digging ricewww.TeachingWithTestimony.com10
Survivor and Witness Biographiespaddies, and demolishing buildings. In late 1977,she discovered from an acquaintance that Hamwas shot dead by the Khmer Rouge. Phansy wasliberated in July 1979 and was able to move backto Phnom Penh. She returned to the city alone,and shortly thereafter, migrated to Thailand whereshe stayed in refugee camps. While in Thailand,Phansy converted to Christianity and became aCatholic. The Church eventually sponsored her visato France, where she remained for a short time. Sheimmigrated to the United States and settled in LongBeach, California. Phansy was interviewed on April 11,2009 in Los Angeles, California, USA.Irene Binzer was born in Warsaw, Poland, onOctober 1, 1926. She lived with her mother afterher parents divorced. She and her mother movedto Belgrade, Yugoslavia. After the Germansbombedand invaded Belgrade, Irene was requiredto wear the Yellow Star, and she began to experienceantisemitism. She and her mother obtainedfalse identity papers and stayed for a time witha resistance group. Irene and her mother werecaptured and sent to prison where she was placed insolitary confinement. Here she was raped repeatedlyover the course of the year she was there and shewitnessed guards beating prisoners every morning.They were transferred to a German prison whereshe was again raped by the guards. After the Sovietstook control of Belgrade in 1945, Irene and hermother went to Italy to a refugee camp. From therethey emigrated to New York. Irene met and marriedIgnaz Binzer, and they had two daughters. Irene’sinterview took place in Yonkers, New York, on April 8,1997.Arnost Graumann was born on December 18,1919in Vienna, Austria. Arnost moved with his familyto Brno, Czechoslovakia in 1939 where his fatheropened a shoe shop. Arnost trained and became aswimmer on the Prague swim team, but the Jewishmembers of the team refused to go to Germany,STUDENT HANDOUTwhere the competition was being held. Later, therewas another competition in England and Arnost toescaped to London. He survived in by performingodd jobs and swimming clinics. He married hiswife, Lisa, and joined the British army. Arnost’s unitparticipated in the invasion of France on June 6,1944. After the war, Arnost returned to Prague tolocate his parents. He spent some time teachingin Prague, but when the Communists beganasserting their power, he permanently emigratedto Great Britain and became a citizen. He workedin an embroidery factory for 50 years. Arnost wasinterviewed on June 8, 1988, in Cardiff, Wales, UnitedKingdom.Leon Cooper was just twelve days shy of his tenthbirthday when the German Army marched intohis hometown of Chorzòw, Poland, in September1939. He spent time in several concentration andlabor camps, including Oskar Schindler’s Emaliacamp. After the war, 16-year-old Leon came to theU.S. with other teenagers under the auspices of aUnited Nations Relief Organization. After a brief stayin Cleveland,Ohio,he was sent to Houston, Texas in1947. He first stayed at the Wolff Home with otherorphans and was enrolled at Sam Houston HighSchool. After graduation, he was inducted into theArmy and was stationed in Germany. When hereturned to Houston, “the only home I ever had,”he married Shirley Pomerantz and established asuccessful career as a businessman. This interviewtook place on August 11, 1996, in Houston, Texas.Sidney Eichenholz was born on January 20, 1924,in Krakow, Poland. He lived with his parents, threebrothers, and one sister. The family was poor afterthe Great Depression and sold goods from a cart inneighboring villages. Sidney’s father died followinga stroke when Sidney was 14. When the Germansbegan bombing Poland, the children fled. Afterbeing arrested, Sidney was eventually sent to MielecConcentration Camp in Poland where he workedwww.TeachingWithTestimony.com11
Survivor and Witness Biographiespacking and shipping wigs. Later he was sent toWieliczka Concentration Camp. Sidney wasn’tthere long before he was sent to Krakow-PlaszowConcentration Camp where his job was disposing ofcorpses. In October 1944, many from the camp weresent to Gross Rosen Concentration Camp. EventuallySidney ended up at Brunnlitz Concentration Camp.After the camp was liberated by the Soviet Army,he returned to Krakow where he found that hisolder brother had survived as well. He survived bysmuggling items across the Polish-German borderand then sneaked into France. Following a bout withtuberculosis, Sidney finally received his visa to enterthe United States. He worked with a friend makingpants. He met and married his wife, Chana Ruda,and they had two children; one boy and one girl. Thisinterview was taken on June 25, 1997, in Brooklyn,New York.Joseph Lipschutz was born in Krakow, Poland, onNovember 1, 1918. Joseph was raised in a traditionalJewish home with his parents, two brothers, andone sister. Joseph’s father died before the Germansinvaded Poland. After the September 1939 invasion,he and his brothers escaped to Russia. Eventually,Joseph was forced to return to Krakow to try to bringhis mother and sister out to Russia. Unfortunately,the border was more securely monitored, soJoseph and his mother and sister were stuck inKrakow. Eventually, they were required to moveinto the Krakow Ghetto. The Ghetto was emptied,and Joseph and his family were sent to KrakowPlaszow Concentration Camp. Joseph was able touse his connections to get himself, one brother,and his sister on Schindler’s list and survived byworking at Schindler’s factory. When the SovietArmy liberated the Brunnlitz camp, Joseph foundhis way to Philadelphia, Pennsylvania, where hewent to college and raised five children. Joseph wasinterviewed on February 26, 1996, in CapeCoral, Florida.STUDENT HANDOUTHelena (Helen) Jonas Rosenzweig was born inKrakow, Poland, on April 25, 1925. Helena remembersliving a happy life with her friends and family beforethe Nazis invaded Poland. After the invasion, thefamily was sent to the Krakow Ghetto. After threeyears in the Ghetto, Helena, her mother, and hersisters were taken to Krakow-Plaszow concentrationcamp, and her father was taken and killed byNazis at Belzec camp. Helena’s father was killedby the Nazis at Belzec. Shortly after arriving atKrakow-Plaszow, Helena was selected by the campcommander, Amon Goeth, to move into his houseand become his personal maid. For two years,Helena was witness to Goeth’s murder of numerousJewish prisoners and subject to his abusive behavior.After Goeth was arrested for stealing from theGerman government, Oskar Schindler invitedHelena and her two sisters to work in his factory.They followed Schindler when he moved his factoryto Czechoslovakia and were liberated in May 1945by the Soviet Army. Helena met her husband at adisplaced persons camp where they were married.Later, they emigrated to New York and raised threedaughters. After her first husband’s death, Helenamarried Henry Rosenzweig. Helena’s interviewtook place in Colts Neck, New Jersey, on November26, 1996.www.TeachingWithTestimony.com12
High School Activity 2 Responding to InjusticeNational StandardsCollege, Career & Civic Life C3 Framework for Social Studies StandardsD1.5.9-12 Determine the kinds of sources that will be helpful in answering compelling andsupporting questions, taking into consideration multiple points of view represented in the sources,the types of sources available, and the potential uses of the sources.D2.Civ.3.9-12 Critique relationships among governments, civil societies, and economic markets.D2.Civ.7.9-12 Apply civic virtues and democratic principles when working with others.D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectiveson the application of civic virtues, democratic principles, constitutional rights, and human rights.D2.Civ.12.9-12 Analyze how people use and challenge local, state, national, and international laws toaddress a variety of public issues.D2.Civ.14.9-12 Analyze historical, contemporary, and emerging means of changing societies,promoting the common good, and protecting rights.D2.Geo.5.9-12 Evaluate how political and economic decisions throughout time have influencedcultural and environmental characteristics of various places and regions.D2.His.3.9-12. Use questions generated about individuals and groups to assess how thesignificance of their actions changes over time and is shaped by the historical context.D3.1.9-12. Gather relevant information from multiple sources representing a wide range of viewswhile using the origin, authority, structure, context, and corroborative value of the sources to guidethe selection.D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear),examples, and details with significant and pertinent information and data, while acknowledgingthe strengths and weaknesses of the explanation given its purpose (e.g., cause and effect,chronological, procedural, technical).D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics andcauses of local, regional, and global problems; instances of such problems in multiple contexts;and challenges and opportunities faced by those trying to address these problems over time andplace.D4.7.9-12. Assess options for individual and collective action to address local, regional, and globalproblems by engaging in self-reflection, strategy identification, and complex causal reasoning.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.13
High School Activity 2 Responding to InjusticeCommon Core State Standards for English Language ArtsRI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text, including determining where the text leavesmatters uncertainRI.11-12.7 Integrate and evaluate multiple sources of information presented in different media orformats (e.g., visually, quantitatively) as well as in words in order to address a question or solve aproblem.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.W.11-12.7 Conduct short as well as more sustained research projects to answer a question(including a self-generated question) or solve a problem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on the subject, demonstrating understanding of thesubject under investigation.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, andresearch.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building onothers’ ideas and expressing their own clearly and persuasively.Copyright 2018 Discovery Education. All rights reserved. Discovery Educationis a Division of Discovery Communications, LLC.14
Oskar Schindler’s efforts to save persecuted Jews in Nazi Germany is well-known as a result of the 1993 film, Schindler’s List. Schindler was a member of the Nazi Party and an industrialist who sought to profit from war activities early in World War II. He took over a factory confiscated from its Jewish
L’ARÉ est également le point d’entrée en as de demande simultanée onsommation et prodution. Les coordonnées des ARÉ sont présentées dans le tableau ci-dessous : DR Clients Téléphone Adresse mail Île de France Est particuliers 09 69 32 18 33 are-essonne@enedis.fr professionnels 09 69 32 18 34 Île de France Ouest
Jan 15, 2010 · Latin 101 1-15-2010 ante diem duodecimum kalendas Februarius Verbs First Conjugation: (a as vowel) amō, -āre, love Person Latin English I amō I love you amās you love s/he, it amat s/he, it loves we amāmus we love you amātis you (pl) love they amānt they love
What we are going to do is apply the same principles, but we are going to start small. First things first we're going to use a landscape-oriented paper. We are going to trace the vertical symmetry line exactly down the middle. I do suggest you use a ruler. Then we are going to trace the line of the horizon - the line at which our eyes
021 BIBLIOGRAFI 1. Rujukan Buku Bahasa Arab Abd al-‘AzÊz, AmÊr (1999), Fiqh al-KitÉb wa al-Sunnah: DirÉsah MustafÉdah TatanÉwulu AbwÉb al-Fiqh ‘alÉ Mukhtalif al-MadhÉhib wa al-‘ArÉ wa Tu’raÌu li Ammah al-QadÊyah fÊ Öaw’i al-IslÉm bi UslËbin MauÌË’iyyin Mu’ÉÎirin. j. 5,
MANUAL DE INSTRUCCIONES TORNO FTX-2000X660-T02-DCR Pol.Ind.Font del Radium Cl/ Severo Ochoa, 40-42 08403 Granollers (Barcelona)-Spain Tel. 34 93 861 60 76 FTX2000X660-T02-DCR*UPDT.2019 1/90. Mantenga el orden en su campo de trabajo. Mantenga el áre a limpia y bien iluminada .
Speedy separations create more value than those that lumber along, our research finds. Preparation is the key. Going, going, gone: A quicker way . also in how quickly the divestiture process is executed. . going, gone: A quicker way to divest assets Exhibit 1 of 2 Urgency matters when it comes to separations. aen coanys aeae ecess oa ens o .
Grammar Challenge Fill in the blanks with the correct word. Con #1 Con #2 learn try mail regret study focus express take do can be save take live Trust get Speaking Challenge Match the answers with the questions. 1) What are you going to do this weekend? 2) Who are you going to see? 3) What are you going to wear? 4) Are you going to study English?
I want to give you a couple of specific comments. NII, we're going to - you're going to see a lot of assumptions in NII. We give you the best we can - implied curves, you've got deposits lags, margins, competitors, swaps duration, all that stuff and we're just going to give you the best we can. Obviously, it's a pretty good story.
