The document provides information about the rise of the Nazi party in Germany and their systematic persecution and genocide of Jewish people and other groups during the Holocaust. It describes how the Nazis gained power after World War 1 by promising to rebuild Germany and targeting Jewish people and others as enemies. It then explains how the Nazis isolated Jewish people in ghettos and concentration camps and eventually began mass extermination in death camps, killing over 6 million Jews as part of the "Final Solution."
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
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
The Secret Annex and the People Hiding In Itguest2c83a5
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Stages in the Development of the “Final Solution”Yad Vashem
In this teacher’s guide we trace the major steps in the development of what became the “Final Solution to the Jewish Question”. We follow the sections of our similarly named video on this topic, providing points of consideration for the teacher.
We stress these are for the teacher - as opposed to students - because the information and consideration points are not necessarily suitable for presentation as such in the classroom. Rather, the material here presented is meant as a brief overview for teachers on the major stages of the Final Solution, in order to establish the foundational historical knowledge necessary for any educational discussion of the Holocaust.
We hope this guide will spark some ideas and points you may wish to emphasize for your students when teaching the topic of the Holocaust in your classroom. We recommend also consulting the educational unit, “Teaching about the Perpetrators”, as these topics are in many points complementary.
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This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
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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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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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.
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”.
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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.
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Impact of Ethnobotany in traditional medicine,
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
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.
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
2. Journal
I will show you a series of images.
Try to remember what
they look like.
!
Remember as many details of this
place as you can.
3.
4.
5.
6.
7. Journal
Imagine the government has
forced you to live in this place. In
at least one paragraph, describe
what it is like to live here. Use “5
senses” writing: what do you see,
hear, feel, smell, and taste?
9. Rise of the Nazis
Germany and its
allies lost World War
One in 1918. They
were blamed for the
destruction, and were
forced to sign a treaty
that made them pay
22 billion eros. The
debt destroyed the
German economy.
The government in
place after the war
was weak.
10. Rise of the Nazis
People needed a cause to bring them together
again, and they needed to rebuild the country.
WWI had united them against a common enemy…
maybe all they needed was a new enemy.
11. Rise of the Nazis
The Nazi party started to gain
popularity because it promised
to create a socialist society free
of undesirable people that
would make Germany weak. It
promised to make Germany a
great world power again.
12. Rise of the Nazis
Beliefs of Nazi Party Members:
• Germany should be the greatest nation in the
world (German Nationalism).
• The Aryan Race (light skin, blue-eyed, blonde-
haired people of German decent) is superior.
• Single-party socialist government: the
government controls much of the private
industry in the country, but unlike communism,
everything is not distributed equally.
18. Eugenics
Eugenics is the study of
humans in order to
improve the human race
by selecting desired
traits to breed, or
undesirable traits to
eliminate from the gene
pool. It is an early type
of science that is now
considered illegitimate.
19. Eugenics
Based on Charles Darwin’s
theory of natural selection,
Eugenics was founded on
the belief that certain ethnic
groups of humans had
evolved to be genetically
superior to others.
21. Eugenics
Scientists of the late
1800s and early 1900s
studied racial traits, and
declared themselves to
have evolved into superior
humans. The Nazi party
supported the idea that
racial undesirables should
be removed, and Germans
should only marry other
Germans in order to keep
the race pure.
22.
23. Rise of Hitler
In 1933, the Nazi party was elected into power, and
having eliminated all rival parties, took total control.
Hitler was the leader of the Nazi party at the time,
and was elected “Chancellor of Germany.” Although he
was elected, he soon held all the powers of a dictator.
24. Hitler Youth
Hitler maintained support
by winning the hearts of
young people in Germany.
Because young people are
the most easily influenced
by propaganda, many
adopted Nazi beliefs.
!
The Hitler Youth program
was cool to be part of: it
was restricted to those who
had pure German ancestry.
25. Hitler Youth
The Hitler Youth program
was fun - kind of like an
after-school camp. It
taught boys and girls to
love Germany, to hate
racially inferior people,
and to be physically fit.
Once boys got older, it
trained them how to fight.
But no one knew what
exactly they would be
fighting for next.
26.
27. World War II
In 1939, Hitler ordered an invasion of Poland.
Germany wanted Lebenstraum (“living space”),
and Poland was a source of farmland for food. The
imperialist expansion of Germany had begun.
28. Final Solution
Nazi Germany's plan
during World War II
to systematically
exterminate the
Jewish population
in Nazi occupied
Europe through
genocide. The Nazis
planned to capture
and murder every
Jew they could find.
29. Ghettos
First, the Nazi police
would identify the
homes Jews and other
undesirables. They
would force these
people to move to
ghettos - fenced in
areas where only Jews
were permitted to live.
These areas were very poor and restrictive.
30. Concentration Camps
Jews were transported
from ghettos and towns
to concentration camps.
The Nazi referred to
them as “work camps.”
People were told they
would work there
temporarily. When they
arrived at the camps they
were usually separated
from their families.
31. Concentration Camps
Soon, the Jews found out
that these camps were
actually “death camps.” If
they were not worked to
death or starved to death,
they were often executed.
When Hitler gave the order for
the execution of Jews, some
concentration camps officially
became “extermination camps.”
32. Extermination
Bodies both living and dead were cremated (burned)
in ovens. The bodies were buried in large ditches
outside the camps.
33. Extermination
People were told to enter a shower when they arrived
to the camps. The shower heads released poisonous
gas that choked them all to death.
37. The Holocaust
11 million people were killed in the genocide of
the holocaust. 6 million of these were Jews.
38. The Holocaust
At the end of the war, Allied forces liberated
prisoners the concentration camps they
discovered. (1943-45).
39.
40. We are the shoes. We are the last witnesses.
We are shoes from grandchildren and grandfathers
From Prague, Paris, and Amsterdam
And because we are only made of fabric and leather
And not of blood and flesh,
Each one of us avoided the hellfire.
- Moses Schulstein
41. When the holocaust happened, European people thought
they lived in a modernized society - an advanced
civilization - where horrible things didn’t happen. They
thought genocide only happened in poor, developing
nations far away from them.
!
Survivors of the holocaust want the world to know that
horrible things can happen anywhere. They can happen
to anyone when we fail to recognize intolerance.
42. “There may be times when we
are powerless to prevent
injustice, but there must never
be a time when we fail to
protest. The Talmud [Jewish
Holy Text] tells us that by
saving a single human being,
man can save the world.
…None of us is in a position to
eliminate war, but it is our
obligation to denounce it and
expose it in all its
hideousness.”
- Elie Wiezel