The document provides information about Auschwitz concentration camp through a series of questions and answers. It details that Auschwitz was the largest Nazi concentration camp, established in 1940 in German-occupied Poland, where over 1 million people, mostly Jews, were killed or died. Prisoners were subjected to cruel medical experiments, forced labor, starvation, and execution in gas chambers. The camp was liberated in 1945 by Soviet forces but not before thousands of prisoners were force marched to other camps in what became known as the Death March.
The Powerpoint presentation on nazi extermination camps in Europe of WWII time, prepared especially for the international Holocaust meeting of teachers and students of the Comenius project 'Culture Beyond Borders' in Gimnazjum nr 17 in Wrocław
Hier eine Präsentation über Auschwitz. Habe dafür eine 1 bekommen. :) Habe dazu natürlich auch etwas gesagt. Und Fragen beantwortet. Ich empfehle allen die so eine Präsentation halten müssen sich ein paar Bücher aus der Bücherei zu dem Thema zu holen. Auch Lebensgeschichten von Leuten die da eingesperrt waren sind gut.
Wer sich für das Thema einstimmen will, kann nach Auschwitz fahren oder in irgendein anderes KZ, z.B. Birkenau.
Die Präsentation hier ist leider nicht ganz komplett. Auf der Startseite z.B. oben Links ist das eigentlich kein Bild sondern ein kurzes Video wo man die ganzen Lager sieht. Wer kann, dem empfehle ich hier auf die Startseite ebenfalls ein kurzes Video einzubetten.
Viel Erfolg.
Presentado como líder de la modernidad y de los tiempos futuros, Einstein no fue más que un pequeño bribón.
Este último caso es de Albert Einstein. Reconocido hoy por el sistema dominante de valores como el adalid de la paz y de la bondad humana, y reputado por casi todos como el más grande de los sabios conocidos que en el mundo han sido, su aúreo brillo no es más que una vulgar apariencia.
Presentado como líder de la modernidad y de los tiempos futuros, Einstein no fue más que un pequeño bribón.
Circulo de Estudios Revisionistas con América “CERCA”
The Powerpoint presentation on nazi extermination camps in Europe of WWII time, prepared especially for the international Holocaust meeting of teachers and students of the Comenius project 'Culture Beyond Borders' in Gimnazjum nr 17 in Wrocław
Hier eine Präsentation über Auschwitz. Habe dafür eine 1 bekommen. :) Habe dazu natürlich auch etwas gesagt. Und Fragen beantwortet. Ich empfehle allen die so eine Präsentation halten müssen sich ein paar Bücher aus der Bücherei zu dem Thema zu holen. Auch Lebensgeschichten von Leuten die da eingesperrt waren sind gut.
Wer sich für das Thema einstimmen will, kann nach Auschwitz fahren oder in irgendein anderes KZ, z.B. Birkenau.
Die Präsentation hier ist leider nicht ganz komplett. Auf der Startseite z.B. oben Links ist das eigentlich kein Bild sondern ein kurzes Video wo man die ganzen Lager sieht. Wer kann, dem empfehle ich hier auf die Startseite ebenfalls ein kurzes Video einzubetten.
Viel Erfolg.
Presentado como líder de la modernidad y de los tiempos futuros, Einstein no fue más que un pequeño bribón.
Este último caso es de Albert Einstein. Reconocido hoy por el sistema dominante de valores como el adalid de la paz y de la bondad humana, y reputado por casi todos como el más grande de los sabios conocidos que en el mundo han sido, su aúreo brillo no es más que una vulgar apariencia.
Presentado como líder de la modernidad y de los tiempos futuros, Einstein no fue más que un pequeño bribón.
Circulo de Estudios Revisionistas con América “CERCA”
PowerPoint: Chernobyl years after the nuclear disaster – 26 April 1986 – 26 ...Yaryalitsa
“Before the Chernobyl disaster on April 26, 1986, the City of Pripyat had almost 50,000 inhabitants, many of whom worked at the Nuclear Power Plant close by. Abandoned 24 hours after the disaster, Pripyat has been left to deay ever since. In 2009, Timm Suess a Swiss photographer and industrial psychologist, spent two days photographing what was left and writing his Chernobyl Journal as an accompaniment to his images.
He states: ‘My main object of interest are places where man-made order collides with natural chaos: Abandoned factories, house military installations, hospitals, and other human structures that have been left to die.’”
NOTE:
Animation works ONLY when PowerPoint is downloaded.
A brief overview of the four stages of the Holocaust. Usually I introduce it with Episode 9 of Band of Brothers (the clip where they find the camp) and Schindler's List (deportation of the ghetto clip and when the women's train arrives in Auschwitz).
SOCIAL CHANGE
NOTE: Cultural Change: refers to a particular group.
An alteration to the SOCIAL ORDER of a SOCIETY. CHANGE adopted by THE WHOLE SOCIETY.
CHANGE over time by cultural, religious, economic, scientific, technologies in: Values, Norms, Attitudes, Behaviour.
Six simple 'steps' to Social Change.
Finding the Issue;
What is the Goal?;
Planning - Phase 1;
Planning - Phase 2;
Measuring Success;
Monitor and Action.
Is it a VISION or a MISSION Statement?
Even though they are often confused with each other…
A VISION STATEMENT serves a different purpose from a MISSION STATEMENT.
A MISSION STATEMENT serves a different purpose from a VISION STATEMENT.
Education - a short run down on whether Cane Toads are a saviour or a menace. It begins with five, maybe, known facts and why they were introduced to northern Queensland. And now 85 years later do they hold Australian Species at ransom?
The Shame of Child Labour – 2 - through the lens of Lewis Wickes Hine 1908-1924Yaryalitsa
In 1908 Hine left his teaching position at the progressive Ethical Culture School in New York to become a staff photographer for the National Child Labor Committee. The same year, he described his pictures in a reform journal as "graphic representation of conditions and methods of work, through pictures for exhibits, reports, folders, magazine and newspaper articles, and lantern slides." Over the next decade Hine made thousands of negatives-often undercover-of children working in mills, sweatshops, factories, and various street trades, such as the delivery boy pictured here. Through a steady accumulation of specific, idiosyncratic facts, the photographer hoped to reveal the larger, hidden patterns of exploitation upon which the American city was rapidly expanding. More important, his reports and slide lectures were not meant solely as tools for labor reform but as ways of triggering a more profound, empathetic response in the viewer, one that would cause him to reconsider his relationship to society.
NOTE:
There is a Number 2 as well: The Shame of Child Labour – 1 - through the lens of Lewis Wickes Hine 1908-1924
at the following URL in Slideshare:https://www.slideshare.net/yaryalitsa/the-shame-of-child-labour-1-through-the-lens-of-lewis-wickes-hine-19081924
The Shame of Child Labour – 1 - through the lens of Lewis Wickes Hine 1908-1924Yaryalitsa
In 1908 Hine left his teaching position at the progressive Ethical Culture School in New York to become a staff photographer for the National Child Labor Committee. The same year, he described his pictures in a reform journal as "graphic representation of conditions and methods of work, through pictures for exhibits, reports, folders, magazine and newspaper articles, and lantern slides." Over the next decade Hine made thousands of negatives-often undercover-of children working in mills, sweatshops, factories, and various street trades, such as the delivery boy pictured here. Through a steady accumulation of specific, idiosyncratic facts, the photographer hoped to reveal the larger, hidden patterns of exploitation upon which the American city was rapidly expanding. More important, his reports and slide lectures were not meant solely as tools for labor reform but as ways of triggering a more profound, empathetic response in the viewer, one that would cause him to reconsider his relationship to society.
NOTE:
There is a Number 2 as well: The Shame of Child Labour – 2 - through the lens of Lewis Wickes Hine 1908-1924
at the following URL in Slideshare:
https://www.slideshare.net/yaryalitsa/the-shame-of-child-labour-1-through-the-lens-of-lewis-wickes-hine-19081924-77331832
S.O.L.O Taxonomy (SOLO Taxonomy for Junior Students) [Structure of the Observ...Yaryalitsa
A General Look at SOLO TAXONOMY.
Overview aimed for Year 7 and 8 can be used at Year 9.
Structure of the Observed Learning Outcome
Pages are animated so required to download to see the animation.
50 +1 Strange Wonders on Earth - PowerPointYaryalitsa
51 natural wonders of the world but strange at the same time, presented in a colourful PowerPoint with a small description for each.
PowerPoint needs to be downloaded to view animation on the first and last slide.
Other PowerPoints by me at the following URL on slideshare:
Top Ten Australian Landforms
http://www.slideshare.net/yaryalitsa/powerpoint-top-10-australian-landforms
Weird Landscapes – one finds on Earth
http://www.slideshare.net/yaryalitsa/weird-landscapes-one-finds-on-earth
10 Natural Wonder of the World
http://www.slideshare.net/yaryalitsa/10-natural-wonders-of-the-world-powerpoint
Lines of Latitude and Longitude – WorksheetYaryalitsa
WORKSHEET on Lines of Latitude, Lines of Longitude, Climate Zones, Equinoxes, Solstices, The Three Norths, Prime Meridian, International Date Line, Greenwich Mean Time, Coordinated Universal Time.
WORKSHEET to work with: Lines of Latitude and Longitude – PowerPoint at:
http://www.slideshare.net/yaryalitsa/lines-of-latitude-and-longitude-powerpoint
Lines of Latitude and Longitude – PowerPointYaryalitsa
PowerPoint on Lines of Latitude, Lines of Longitude, Climate Zones, Equinoxes, Solstices, The Three Norths, Prime Meridian, International Date Line, Greenwich Mean Time, Coordinated Universal Time.
Lines of Latitude and Longitude – Worksheet at:
http://www.slideshare.net/yaryalitsa/lines-of-latitude-and-longitude-worksheet
A collection of 10 poems about the Holocaust.
OTHER POWERPOINTS:
HOLOCAUST ART
PowerPoint: at URL: http://www.slideshare.net/yaryalitsa/powerpoint-holocaust-art
PowerPoint: Top 10 Australian Man-Made Landmarks Yaryalitsa
PowerPoint: Top 10 Australian Man-Made Landmarks
PowerPoint: Top 10 Australian Man-Made Landmarks
includes:
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Broome, ANZAC Cove, Ballarat, Cape Byron Lighthouse, Parliament House, Barossa Valley, Q1, MCG (Melbourne Cricket Ground), Port Arthur, Sydney Opera House
Worksheet: PowerPoint: Top 10 Australian Man-Made Landmarks at:
http://www.slideshare.net/yaryalitsa/worksheet-powerpoint-top-10-australian-manmade-landmarks
Worksheet: PowerPoint: Top 10 Australian Man-Made LandmarksYaryalitsa
Worksheet: PowerPoint: Top 10 Australian Man-Made Landmarks
PowerPoint: Top 10 Australian Man-Made Landmarks at:
http://www.slideshare.net/yaryalitsa/powerpoint-top-10-australian-manmade-landmarks
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Broome, ANZAC Cove, Ballarat, Cape Byron Lighthouse, Parliament House, Barossa Valley, Q1, MCG (Melbourne Cricket Ground), Port Arthur, Sydney Opera House
PowerPoint: Top 10 Australian Landmarks
includes:
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Ballarat, Shark Bay, Bondi Beach, MCG (Melbourne Cricket Ground), Kangaroo Island, Kakadu National Park, Port Arthur, Heart Reef, Uluru (Ayers Rock), Sydney Opera House.
Worksheet for PowerPoint: Top 10 Australian Landmarks at:
http://www.slideshare.net/yaryalitsa/worksheet-for-powerpoint-top-10-australian-landmarks
Worksheet for PowerPoint: Top 10 Australian Landmarks Yaryalitsa
Worksheet for PowerPoint: Top 10 Australian Landmarks
PowerPoint: Top 10 Australian Landmarks at:
http://www.slideshare.net/yaryalitsa/powerpoint-top-10-australian-landmarks
PowerPoint: Top 10 Australian Landmarks
includes:
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Ballarat, Shark Bay, Bondi Beach, MCG (Melbourne Cricket Ground), Kangaroo Island, Kakadu National Park, Port Arthur, Heart Reef, Uluru (Ayers Rock), Sydney Opera House.
PowerPoint: Top 10 Australian Landforms
includes:
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Katherine Gorge, The Twelve Apostles, Flinders Ranges, Horizontal Falls, The Three Sisters, Daintree Rainforest, Cradle Mountain, Bungle Bungle Ranges, Heart Reef, Uluru (Ayers Rock)
Worksheet for PowerPoint: Top 10 Australian Landforms at:
http://www.slideshare.net/yaryalitsa/worksheet-top-10-australian-landforms
Worksheet for PowerPoint: Top 10 Australian Landforms
PowerPoint: Top 10 Australian Landforms at:
http://www.slideshare.net/yaryalitsa/powerpoint-top-10-australian-landforms
PowerPoint: Top 10 Australian Landforms
includes:
* Australian States and Territories and their Capital Cities;
* Answers: What is a 'Landform'?
* Answers: What is a 'Landmark'?
* Answers: What is a 'Landscape'?
From number 10 - Number 1 (countdown):
Katherine Gorge, The Twelve Apostles, Flinders Ranges, Horizontal Falls, The Three Sisters, Daintree Rainforest, Cradle Mountain, Bungle Bungle Ranges, Heart Reef, Uluru (Ayers Rock)
Looks at the question of:
HOW MANY BIOMES?
There is no clear answer and the powerpoint goes through the possible answers.
It concludes to five basic biomes that include ‘sub-biomes’.
You need to download PowerPoint in order to view animations.
There is a WORKSHEET that accompanies this POWERPOINT at:
http://www.slideshare.net/yaryalitsa/biomes-worksheet
Biomes Worksheet
accompanies Biomes: PowerPoint at:
http://www.slideshare.net/yaryalitsa/biomes-powerpoint
Looks at the question of:
HOW MANY BIOMES?
There is no clear answer and the powerpoint goes through the possible answers.
It concludes to five basic biomes that include ‘sub-biomes’.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Digital Artifact 2 - Investigating Pavilion Designs
Answers PowerPoint: Auschwitz worksheet
1. Year 10 History – Area of Study 2: Nazi Germany
Year 10 History
Area of Study 2: Nazi Germany
Auschwitz - Answers
View the PowerPoint “Auschwitz” and answer the
following questions.
1. ‘Arbeit macht frei’ is a German phrase. In English its equivalent would be?
It is a German phrase that can be translated as “Work liberates” or “work makes
one free”.
2. Auschwitz was the largest concentration camp established by the Germans in World
War II.
a. When was it built?
It was built in 1940
b. When did it cease being a concentration camp?
It ceased being a concentration camp in 1945.
c. How many people died within the walls of Auschwitz before it was liberated?
Between 1940 when it was built and 1945 when it was liberated over half a
million most of them Jews died within the walls of Auschwitz.
d. Why was Auschwitz I established?
Auschwitz I it was established in 1940 mainly as a penal colony
e. Why was Auschwitz II established?
f. Auschwitz II was primarily a Death Camp executing ‘The Final Solution’.
g. Why was Auschwitz III established?
Auschwitz III was a forced labour camp supplying workers to Buna Rubber
Works
3. Auschwitz had four large gas chambers.
a. What was the reason behind having four gas chambers?
This was found as being the best way in exterminating the Jews and
undesirables (The Final Solution). The Jews and undesirables were led into
these chambers, disguised as showers and poisoned with a gas called Zyklon-
B previously used for fumigation.
b. Ovens, in Auschwitz, were designed especially for what purpose?
After the Jews and undesirables were gassed en masse their bodies were then
burnt in ovens designed especially for that purpose.
Auschwitz [PowerPoint presentation] Answers Page 1 of 4
2. Year 10 History – Area of Study 2: Nazi Germany
4. There was a ‘process’ that was followed by the Auschwitz Guards when a new batch
of ‘undesirables’ arrived.
a. Explain ‘the process’.
The Auschwitz Guards divided the new batch of arrived ‘undesirables’ into
those who look fit for work and those that don’t. The unfit, included children,
elderly and the weak were sent straight to the Gas Chambers.
b. What was the reasoning behind ‘this process’?
“The Final Solution” that is: either way whether chosen fit or unfit eventually
they would end up in the Gas Chambers or dead.
5. Those prisoners who survived the ‘process’ were only expected to survive a few
months. Apart from the ‘quasi medical experiments’, which other two ways did they
die?
They died from malnutrition, from disease due to brutal conditions in the camp, or
being shot for any or no reason
6. Fill in the Gaps:
Many died as a result of inhumane tests on their ENDURANCE, exposure to HEAT or
COLD and forced STERILIZATIONS.
7. The Auschwitz victims were not all Jews; victims included anyone they believed was
undesirable.
a. State ‘which victims’ were ‘imprisoned and/or executed’ at Auschwitz?
The Nazis also imprisoned and executed political prisoners, homosexuals,
disabled people, Jehovah's Witnesses , Catholic Clergy, Eastern European
intellectuals, common criminals and anyone else they considered undesirable.
b. How many non-Jewish Poles, Roma (gypsies) and Soviet prisoners of war were
killed there?
75,000 non-Jewish Poles, 18,000 Roma (Gypsies), and 15,000 Soviet prisoners
of war were killed there.
8. “For ever let this place be a cry of despair and a warning to humanity where the
Nazis murdered about one and a half million men, women and children mainly Jews
from various countries of Europe. AUSCHWITZ – BIRKENAU 1940-1945”
a. What does Auschwitz mean?
It is the German name for the Polish town of Oswiecim, near Krakow, where
the camp stood.
b. Could there be a reason why Auschwitz Concentration Camp [Death Camp]
was built in ‘Auschwitz’?
The original reason the camp was established was that the mass arrests of
Polish people that followed the seizing of their country was becoming
unmanageable by the regular prisons.
Auschwitz [PowerPoint presentation] Answers Page 2 of 4
3. Year 10 History – Area of Study 2: Nazi Germany
c. Victims were also brought in by train to Auschwitz from occupied Nazi
countries. State five (5) of those countries.
Five of those countries would be: Hungary, Czechoslovakia, the Netherlands,
Belgium and Yugoslavia.
d. “In 1942 it became one of the largest death camps as part of Hitler’s “Final
Solution.” What was Hitler’s “Final Solution?
Nazi Germany’s plan and execution of the systematic genocide of European
Jews (and undesirables) during World War II, resulting in the final, most
deadly phase of the Holocaust.
9. Did prisoners ever rebel against the Nazi ‘Auschwitz’ Regime? If so, when and why?
What was the outcome?
In fact, they did. Several hundred inmates learned in October 1944 that they were
to be killed and rose up against the Nazis, killing three guards. They also blew up
one of the crematoriums and a gas chamber with explosives smuggled in by
inmates who were used as forced labour at an arms factory.
The Nazis crushed the uprising, killing almost everyone who was involved. The
women who smuggled the explosives into the camp were hanged in public.
10. Who was Rudolf Hoess? What happened to him?
Rudolf Hoess was the camp commandant at Auschwitz. He was tried in Poland,
sentenced to death and executed in 1947.
11. What is so significant about the date: 27th January, 1945?
Auschwitz was liberated by the Soviet Union’s Red Army.
12. Today Auschwitz is run by the Polish Culture Ministry. What is its purpose?
Inside, the museum is taking steps to preserve what it controls - to stop the
crematoria from disintegrating completely, and to stop the thousands of victims'
shoes and the piles of hair from rotting away.
13. What is UNESCO? What was/is its objective?
UNESCO (United Nations Educational, Scientific, and Cultural Organization) is an
agency with representatives from 181 member states. The General Conference is
the decision-making body that works with other intergovernmental organizations.
UNESCO was created in 1946 to promote world peace by focusing on 2-year
programs for women and developing countries in areas of
culture and communication
education
natural sciences, and
social and human sciences
Auschwitz [PowerPoint presentation] Answers Page 3 of 4
4. Year 10 History – Area of Study 2: Nazi Germany
14. “Little was wasted at Auschwitz. Victims' possessions were confiscated, and
efficiently sorted for recycling.” What items are we talking about?
Gold teeth were particularly highly valued.
Human hair was shorn off and used for stuffing mattresses.
Glasses, shoes, clothes, suitcases and even false limbs were accumulated in large
numbers.
15. When Auschwitz was being liberated the Nazis took some 58,000-60,000 Auschwitz
prisoners on a march away from the liberators.
a. Who were the liberators?
The Soviet Union’s Red Army were the liberators.
b. How many prisoners did the liberators find at Auschwitz?
They only found 7,000 inmates.
c. This March was eventually known as “The Death March” why?
58,000-60,000 were forced to march; 15,000 died during the march. [those
who fell behind or collapsed were shot]
16. Josef Mengele was infamous. How so?
Doctors under the infamous Josef Mengele conducted pseudoscientific experiments
on twins.
17. What happened to children in Josef Mengele’s care?
They received blood transfusions, mysterious injections, and eye drops that caused
temporary or permanent blindness. Some were castrated, and some died during
their ordeal.
Auschwitz [PowerPoint presentation] Answers Page 4 of 4