Powerpoint about the Holocaust, providing basic information and statistics on the subject, for my 7th grade students. Created by a different teacher, used by me in class.
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).
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).
Warsaw, the capital of Poland and its largest city. Warsaw has gone under this name since the 13th century, and became the capital in 1596. The city sits on the banks of the Vistula River, which divides the city so that two thirds of the city are on the west bank, and the rest on the east. In 1935, Warsaw's size was approx. 55 square miles, with some 1.3 million inhabitants.
After World War I, Warsaw was a major center, not only for European Jewish community for world Jewry as well. The city boasted major Jewish political parties, aid groups, trade unions, and cultural and religious institutions. In contrast to the harsh financial condition, and in fact widespread poverty of most Jews of the city, the Warsaw Jewish community featured a vibrant cultural life, in the fields of art and literature, in the publishing world, and in theaters and clubs. In the months leading up the war, tensions arose between Jews and the Polish population, with a degree of discomfort and uncertainty.
This is a presentation I created for a class that I just took on the Holocaust. In addition to the 6 million Jewish victims of the Holocaust, my presentation includes information about the 3.3 million Soviet POW's; about 300,000 Gypsies or Roma; 2 million non Jewish Poles; 250,000 mentally and physically disabled; 15,000 homosexuals; 5,000 Jehovah’s Witnesses, and an untold number of Roman Catholics. (The Nazi authorities in the concentration camps usually did not record the religious affiliation of a prisoner, with the exception of the Jehovah Witnesses; therefore, it is difficult to reliably estimate the total number of Catholic victims who were persecuted or killed because of some action or position connected to their Catholic faith).
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
Warsaw, the capital of Poland and its largest city. Warsaw has gone under this name since the 13th century, and became the capital in 1596. The city sits on the banks of the Vistula River, which divides the city so that two thirds of the city are on the west bank, and the rest on the east. In 1935, Warsaw's size was approx. 55 square miles, with some 1.3 million inhabitants.
After World War I, Warsaw was a major center, not only for European Jewish community for world Jewry as well. The city boasted major Jewish political parties, aid groups, trade unions, and cultural and religious institutions. In contrast to the harsh financial condition, and in fact widespread poverty of most Jews of the city, the Warsaw Jewish community featured a vibrant cultural life, in the fields of art and literature, in the publishing world, and in theaters and clubs. In the months leading up the war, tensions arose between Jews and the Polish population, with a degree of discomfort and uncertainty.
This is a presentation I created for a class that I just took on the Holocaust. In addition to the 6 million Jewish victims of the Holocaust, my presentation includes information about the 3.3 million Soviet POW's; about 300,000 Gypsies or Roma; 2 million non Jewish Poles; 250,000 mentally and physically disabled; 15,000 homosexuals; 5,000 Jehovah’s Witnesses, and an untold number of Roman Catholics. (The Nazi authorities in the concentration camps usually did not record the religious affiliation of a prisoner, with the exception of the Jehovah Witnesses; therefore, it is difficult to reliably estimate the total number of Catholic victims who were persecuted or killed because of some action or position connected to their Catholic faith).
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
A huge online library of colorful worksheets, Power Points, activities to assist your planning time and ease your workload. Your 100 page World War 1 (WW1) teaching pack is completely FREE Ichistory's free resources have been downloaded over half a million times by secondary history teachers.
A huge online library of colourful worksheets, PowerPoints, activities to assist your planning time and ease your workload. Your 100 page World War 1 (WW1) teaching pack is completely FREE Ichistory's free resources have been downloaded over half a million times by secondary history teachers
A huge online library of colourful worksheets, PowerPoints, activities to assist your planning time and ease your workload. Your 100 page World War 1 (WW1) teaching pack is completely FREE Ichistory's free resources have been downloaded over half a million times by secondary history teachers.
Armed resistance-to-the-holocaust by David B. Kopelcjhs
Contrary to myth of Jewish passivity, many Jews did fight back during the Holocaust. They shut down the extermination camp at Sobibor, rose up in the Warsaw Ghetto, and fought in the woods and swamps all over Eastern Europe. Indeed, Jews resisted at a higher rate than did any other population under Nazi rule. The experience of the Holocaust shows why Jews, and all people of good will, should support the right of potential genocide victims to possess defensive arms, and refutes the notion that violence is necessarily immoral.
David B. Kopel is Research Director of the Independence Institute, in Golden, Colorado, and a member of the International Association of Genocide Scholars.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. Anti -SemitismAnti -Semitism
This is the term given to
political, social and
economic agitation against
Jews. In simple terms it
means ‘Hatred of Jews’.
Aryan RaceAryan Race
This was the name of what Hitler
believed was the perfect race. These
were people with full German blood,
blonde hair and blue eyes.
2. For hundreds of years Christian Europe had regarded the Jews as the
Christ -killers. At one time or another Jews had been driven out of
almost every European country. The way they were treated in
England in the thirteenth century is a typical example.
In 1275 they were made to wear a yellow badge.
In 1287 269 Jews were hanged in the Tower of London.
This deep prejudice against Jews was still strong in the twentieth
century, especially in Germany, Poland and Eastern Europe, where
the Jewish population was very large.
After the First World War hundreds of Jews were blamed for the
defeat in the War. Prejudice against the Jews grew during the
economic depression which followed. Many Germans were poor
and unemployed and wanted someone to blame. They turned on the
Jews, many of whom were rich and successful in business.
Jews were a SCAPEGOAT
3. Between 1939 and 1945
six million Jews were
murdered, along with
hundreds of thousands of
others, such as Gypsies,
Jehovah’s Witnesses,
disabled and the
mentally ill.
4. A Total of 6,000,000 Jews
Percentage of Jews killed in each country
5. A MAP OF THE CONCENTRATION CAMPS AND DEATH CAMPSA MAP OF THE CONCENTRATION CAMPS AND DEATH CAMPS
USED BY THE NAZIS.USED BY THE NAZIS.
6. 16 of the 44 children
taken from a French
children’s home.
They were sent to a
concentration camp
and later to Auschwitz.
ONLY 1 SURVIVED
A group of
children at a
concentration
camp in Poland.
7. Part of a stockpile of Zyklon-B poison
gas pellets found at Majdanek death
camp.
Before poison gas was used ,
Jews were gassed in mobile gas
vans. Carbon monoxide gas
from the engine’s exhaust was
fed into the sealed rear
compartment. Victims were
dead by the time they reached
the burial site.
9. Jewish women, some holding infants, are forced to wait in a line
before their execution by Germans and Ukrainian collaborators.
10. A German policeman shoots individual Jewish women who remain alive
in the ravine after the mass execution.
11. Portrait of two-year-old
Mania Halef, a Jewish
child who was among the
33,771 persons shot by
the SS during the mass
executions at Babi Yar,
September, 1941.
12. Nazis sift through a huge pile of clothes left
by victims of the massacre.
Two year old Mani Halef’s clothes are somewhere
amongst these.
13. After liberation, an Allied
soldier displays a stash of
gold wedding rings taken
from victims at Buchenwald.
Bales of hair shaven
from women at
Auschwitz, used to
make felt-yarn.
14. Soviet POWs at forced labor in 1943 exhuming bodies in the ravine at
Babi Yar, where the Nazis had murdered over 33,000 Jews in September
of 1941.
In 1943, when the number of murdered Jews exceeded 1 million. Nazis
ordered the bodies of those buried to be dug up and burned to destroy all
traces.
15. “Until September 14, 1939 my life
was typical of a young Jewish boy
in that part of the world in that
period of time.
I lived in a Jewish community
surrounded by gentiles. Aside
from my immediate family, I had
many relatives and knew all the
town people, both Jews and
gentiles. Almost two weeks after
the outbreak of the war and
shortly after my Bar Mitzvah, my
world exploded.
In the course of the next five and a
half years I lost my entire family
and almost everyone I ever knew.
Death, violence and brutality
became a daily occurrence in my
life while I was still a young
teenager.”
Leonard Lerer, 1991
Editor's Notes
How did they manage to get together all these Jews to kills them?
How did they kill them when they had them?
To begin with there were concentration camps.
There were concentration camps and death camps. If you went to a death camp the chances of coming out alive were virtually nil.
Even at concentration camps though you were likely to die from the appalling conditions.
Or, if you were very young, old, or incapable of hard labour, it was likely you would be transferred to a death camp too.
Anne Frank died at Belsen from Typhoid.
Leonard Leher's mother and sisters were sent to Sobibor.
YOU MAY ASK "WHO WERE THESE PEOPLE WHO WERE SENT TO PLACES LIKE THIS?"
THEY WERE CHILDREN JUST LIKE YOU. THE ONLY DIFFERENCE WAS THEIR RACE AND THE RELIGION THEY FOLLOWED.
HOW DID THEY KILL THESE INNOCENT CHILDREN, ALONG WITH THEIR PARENTS, GRANDPARENTS, FRIENDS ETC..
YOU WILL ALL HAVE PROBABLY HEARD OF THE WAY NAZiS GASSED THE JEWS.
THIS IS THE GAS THAT WAS INTRODUCED IN 1942.
JEWS WERE SENT INTO SEALED SHOWER UNITS ON THE PRETENCE THAT THEY WERE GOING TO BE SHOWERED. PELLETS WERE THEN PLACED INTO THE SHOWER HEADS AND GAS CAME FROM THE SHOWERS INSTEAD OF WATER.
15 MINUTES LATER THE SHOWER ROOM WOULD BE EMPTIED, BODIES WERE ALWAYS IN A PYRAMID SHAPE, PEOPLE TRIED TO CLIMB ON TOP OF ONE ANOTHER TO ESCAPE THE GAS.
BEFORE THIS TYPE OF KILLING METHOD WAS INTRODUCED THOUGH A MORE PRIMITIVE GASSING METHOD WAS USED....
I DON'T KNOW HOW, OR EVEN WHY THIS PHOTO WAS TAKEN, BUT IT SHOWS SOME MEN AWAITING DEATH ON THEIR WAY TO THEIR BURIAL PLACE.
DID THEY ALWAYS BURY THE DEAD?
NO.
MORE OFTEN THAN NOT, ESPECIALLY WHEN THE NUMBER OF PEOPLE MURDERED GREW ESPECIALLY HIGH, NAZIS BURNED THE BODIES.
SO WHAT OTHER METHODS WERE USED TO SYSTEMATICALLY MURDER THESE PEOPLE?
MASS EXECUTION USING A FIRING SQUAD WAS COMMON.
THESE WOMEN HAVE BEEN ORDERED TO REMOVE EVERYTHING, CLOTHES, JEWELLERY, EVEN WEDDING RINGS AND ARE BEING FORCED TO LINE UP AND WAIT FOR THEIR TURN TO BE KILLED.
SOME TIME LATER...
THEY HAVE BEEN ORDERED TO LIE, FACE DOWN ON THE GROUND AND HAVE BEEN SHOT.
THE GERMAN POLICEMAN IS SHOOTING INDIVIDUALS WHO HAVE ESCAPED DEATH FROM THE INITIAL ROUND OF BULLETS.
THIS IS HORRIFIC BUT WE CANNOT SEE THE INDIVIDUAL FACES OF THOSE KILLED, WE DON'T REALLY KNOW WHO THEY ARE OR WHAT THEY REALLY LOOKED LIKE.
SO TAKE A LOOK AT THIS NEXT PICTURE...
THIS PICTURE TELLS US A LOT.
HER PARENTS ARE OBVIOUSLY WEALTHY ENOUGH TO HAVE HAD A PORTRAIT DONE, SO IT SHOWS US THAT THE STATUS OF THE JEWS DID NOT MATTER TO THE NAZIS. IT WAS NOT JUST THE POOR WHICH WERE KILLED.
THEY WERE KILLED REGARDLESS OF WEALTH OR STATUS, THEIR DEATH WAS DETERMINED BY RELIGION AND RACE.
GIVES SOME IDEA OF THE NUMBER OF PEOPLE.
BUT WHY DID THE NAZI WANT THEM TO REMOVE THEIR CLOTHES?
WHAT DID THEY WANT WITH THEIR JEWELLERY, CLOTHES, EVEN HAIR?
THESE PICTURES SHOW WHAT THEY WANTED.
WERE THE NAZI'S NOT WORRIED ABOUT THE CONSEQUENCES OF THEIR ACTIONS?
DID THEY NOT THINK ABOUT WHAT MIGHT HAPPEN IF ALLIED COUNTRIES DISCOVERED WHAT WAS HAPPENING?
OBVIOUSLY TOWARDS THE END OF THE WAR THEY TRIED TO COVER THEIR TRACKS.
IT WAS NOT GUILT THOUGH AND THEY DID NOT DO THE WORK THEMSELVES. THEY MADE JEWS AND OTHER PRISONERS OF WAR DIG UP THE BODIES AND BURN THEM INSTEAD.
THIS PICTURE IS IMPORTANT BECAUSE IT SHOWS A FAMILY WHOSE LIVED THROUGH THIS AWFUL TIME.
WE WILL BE LOOKING AT A BOOK CALLED THE SOAPMAKER WHICH TELLS THE STORY OF A YOUNG POLISH BOY'S LIFE THROUGHOUT THE WAR.
AFTER ALL THAT HORRIFIC EVIDENCE OF WHAT HAPPENED THERE SHOULD ONLY BE ONE QUESTION ON YOUR MINDS. A QUESTION WHICH WE WILL TRY TO ANSWER OVER THE NEXT FEW LESSONS....
(MOUSE CLICK) WHY.