The document discusses the origins and history of genocide, beginning with the coining of the term from Greek and Latin roots. It outlines some early examples of genocide throughout history, such as the Spanish Inquisition's expulsion of Jews in 1492 and the killing of approximately 1 million Armenians by Turkey from 1915-1918. The document then focuses on the Holocaust and Hitler's rise to power in Germany in the 1930s, describing his anti-Semitic ideology and the Nazis' systematic persecution and mass murder of Jews and other groups in concentration camps across Europe during World War II.
This was produced by a fabulous student called Joe B who I was lucky to have taught GCSE History. As part of the class's work he was asked to produced an explanation of how propaganda was used by the Nazis to control the German people and this is his finished work
This was produced by a fabulous student called Joe B who I was lucky to have taught GCSE History. As part of the class's work he was asked to produced an explanation of how propaganda was used by the Nazis to control the German people and this is his finished work
Personal Project Task:
This presentation is aimed to answer the line of inquiry, which is: How did the Nazi’s use propaganda to effectively silence and/or turn the masses against the Jewish population?
The presentation basically talks about WWII and the effects of Nazi Propaganda as well as additional information.
This is a personal project presentation that was created by 3 Yr 9 students, hope this teaches you something.
Personal Project Task:
This presentation is aimed to answer the line of inquiry, which is: How did the Nazi’s use propaganda to effectively silence and/or turn the masses against the Jewish population?
The presentation basically talks about WWII and the effects of Nazi Propaganda as well as additional information.
This is a personal project presentation that was created by 3 Yr 9 students, hope this teaches you something.
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.
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.
Brief Biography of Martin NiemöllerMartin Niemöller (pronounce.docxhartrobert670
Brief Biography of Martin Niemöller
Martin Niemöller (pronounced Nee-mū-ler), born in 1892, served in the German navy as a Uboat
commander during World War I. He was ordained as a Lutheran pastor in 1924 and showed
early enthusiasm for Adolf Hitler’s ideas for the rebuilding of the German nation. But once
Hitler came to power in 1933, Niemöller quickly became a critic of the Nazi leader’s militant
and anti-Semitic actions and his attacks on the Protestant churches in Germany. Niemöller,
along with other like-minded religious leaders—most famously Dietrich Bonhoeffer—formed a
resistance movement called the Confessional Church. These leaders preached against Hitler and
Nazism in the mid and late 1930s as WWII loomed. Hitler, seeking to silence any opposition,
ordered the leaders of the Confessional Church arrested and sent to concentration camps.
Niemöller was arrested in 1937 by Nazi authorities and sent first to Sachsenhausen and then to
Dachau concentration camp. He stayed imprisoned until he was liberated by the Allies in the
spring of 1945.
Soon after the war, Niemöller helped compose the “Stuttgart Confession of Guilt,”
acknowledging the German people’s collective guilt for the Holocaust. From 1961-1968 he
served as President of the World Council of Churches. Throughout the rest of his life he
preached reconciliation and disarmament. Martin Niemöller died in 1984.
Niemöller’s Famous Statement (Poem)
“In Germany they came first for the Communists, and I didn't speak up because I
wasn't a Communist. Then they came for the Jews, and I didn't speak up because
I wasn't a Jew. Then they came for the trade unionists, and I didn't speak up
because I wasn't a trade unionist. Then they came for the Catholics, and I didn't
speak up because I was a Protestant. Then they came for me, and by that time no
one was left to speak up.”
--Martin Niemöller, 1945
Although Niemöller and other Germans actively preached and campaigned against Nazism in the
1930s, millions of others did nothing or actively supported Hitler as he consolidated his power
and spread oppression and murder across Europe. Niemöller’s stirring quote was a statement
aimed at all Germans for allowing such things to happen. His eloquent words soon became
synonymous with the struggles of individual and national consciences everywhere, as the world
came to recognize the enormous horrors of the Holocaust and the other atrocities of WWII.
Today a debate about collective guilt during WWII still rages amongst academics and in the
popular media. Even today, Niemöller’s words have meaning. They are often altered to fit differing political or social agendas, but they stand as a universal call for social action and solidarity and vigilance in the face of oppression and injustice.
THE HOLOCAUST AN HISTORICAL SUMMARY
The Holocaust was the systematic, bureaucratic annihilation of six million Jews by the Nazi regime and their collaborators as a central act of state during World War II. In 1933 approx ...
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Nazism and the rise of hitler chapter pdf short ,brief and easy . chapter 3 of history class 9 pdf . notes of chapter 3 nazism and the rise of hitler pdf .
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Similar to Rise Of Hitler And Final Solution Gen Ed 2010 (20)
23. Some of the badges various groups were required to wear in Nazi concentration camps.
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29. It was not long before people of Jewish ancestry were forced to leave their homes and settle in ghettos .
30.
31. Children were forced to work long hours in the ghettos. Violence against those living in the ghettos was commonplace.
32.
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34. One of the most famous of these Extermination Camps was Auschwitz, in Poland. The front wall of the camp still stands today.
35.
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38. Jewish population in Europe after war was 1/3 of what it had been. Total population- 3,463,500
39. Six million Most were Jewish; some were Gypsies; some were black; some were homosexual; all were human beings. But remember, the German soldiers, Hitler’s advisers and even Hitler himself were also human beings. What does this mean for us today?
40. "Only guard yourself and guard your soul carefully, lest you forget the things your eyes saw, and lest these things depart your heart all the days of your life. And you shall make them known to your children and to your children's children."
Editor's Notes
Genocide: Term first used by Polish-Jewish lawyer Raphael Lemkin in 1944 to describe Nazi policies of systematic murder. WWII not first example of such genocide.
Many accused of not following the Catholic faith of the King and Queen were forced to wear Non-Catholics marched through the streets before being put to death during the Spanish Inquisition.
Surrounding countries did little to stop. Historic Land/Cultural disputes with Ottoman Empire Turks largely Muslim; Armenians largely Christian Result in Turks rounding up those of Armenian descent…starved, beaten, raped, killed. Deported to Syria
First called “the war to end all wars.” Fought because of conflicts with European powers and quest for military superiority, land control and national pride. Central Powers- Germany, Austria-Hungary, Turkey… Allied Powers– Britain, France, Russia, U.S., Italy
Germany and other Central Powers defeated. Harsh economic and military sanctions on Germany (some felt too harsh…would lead to unstable Germany and eventually another war)
Roaring 20’s
Germany among hardest hit as it did not enjoy prosperity of 1920’s. It’s w/in this climate of chaos, desperation that Hitler is able to be so influential
Hitler born in Austria-Hungary but enamored w/ German Nationalism (perhaps as act of rebellion against his authoritarian father who served in Austrian govt.) Obscure corporal in WWI Doesn’t become German citizen until 1932
“ Purify” Germany and it will rise to be a great power it once was. “ Scapegoat” from religious practice of releasing a goat into the desert as sacrifice (Day of Atonement) Since this goat, carrying the sins of the people placed on it, is sent away to perish [5] , the word "scapegoat" has come to mean a person, often innocent, who is blamed and punished for the sins, crimes, or sufferings of others, generally as a way of distracting attention from the real causes. Calls them a “cancer” to German society.
“ Purify” Germany and it will rise to be a great power it once was. “ Scapegoat” from religious practice of releasing a goat into the desert as sacrifice (Day of Atonement) Since this goat, carrying the sins of the people placed on it, is sent away to perish [5] , the word "scapegoat" has come to mean a person, often innocent, who is blamed and punished for the sins, crimes, or sufferings of others, generally as a way of distracting attention from the real causes. Calls them a “cancer” to German society.
After fire to the Reichstag, the German “capitol”, (fire likely set by the Nazis) Hitler assumes emergency powers to “protect nation.”
American soldiers at gates of Dachau shortly after liberation
This poster reads, “The Eternal Jew”. The idea was that Jews were evil, and would never change. The money in his hand shows he is a greedy money lender; the map under his arm indicates he is a communist; the whip in his hand shows that he is responsible for the torture and death of Jesus. Of course, he is generally unappealing in appearance.
The word "ghetto" actually comes from the word "getto" or "gheto", which means slag in Venetian , and was used in this sense in a reference to a foundry where slag was stored located on the same island as the area of Jewish confinement "portion of a city in which members of a minority group live; especially because of social, legal, or economic pressure."
Living conditions in most ghettos were not good Room is typical of the quality of Ghetto hospitality.
Six million– Approx. 1100 students in TJH– 909 times = 1 million (5,450 times as many as in this school) They had wives, children, mothers, fathers, extended family, friends. They loved music, movies, good food. They went to school.
Inscription above eternal flame in Holocaust museum’s Hall of Remembrance: