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 comprehensive explanation of the Tehran Conference 1943, suitable for A2 students in History, containing: leaders, peace conferences Second World War, other conferences, the outcome, conference decisions, Operation Overlord, concessions for the Soviet Union, plans for the formation of the United Nations, the assassination plot.
AQA B History GCSE Hitler's Foreign Policy RevisionGeorgie Pearson
A complete revision presentation for the topic Hitler's Foreign Policy as part of the AQA B History GCSE spec. Includes brief notes covering all the areas needed in studying the topic. Hope this helps :)
A companion PPT for a discussion on human nature and various social experiments conducted in the decades following the war. Have an outline of the various experiments to fill in the gaps.
A comprehensive explanation of the Tehran Conference 1943, suitable for A2 students in History, containing: leaders, peace conferences Second World War, other conferences, the outcome, conference decisions, Operation Overlord, concessions for the Soviet Union, plans for the formation of the United Nations, the assassination plot.
AQA B History GCSE Hitler's Foreign Policy RevisionGeorgie Pearson
A complete revision presentation for the topic Hitler's Foreign Policy as part of the AQA B History GCSE spec. Includes brief notes covering all the areas needed in studying the topic. Hope this helps :)
A companion PPT for a discussion on human nature and various social experiments conducted in the decades following the war. Have an outline of the various experiments to fill in the gaps.
Students look at the various locations along the French coastline and determine which would be the best to attack. They then find out they are to attack Dieppe and have to plan an attack given specific information. This is to compare to the real attack and how insufficient the plans were and the troops were lead on an impossible mission.
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).
This June marks the 70th anniversary of the Battle of Midway. With commemoration events being held June 4-7, today's Rhumb Lines focuses on this critical turning point in the Pacific during World War II and provides useful resources to assist in planning local events.
-- MC2 ROSPRIM
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.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - DEPTH STUDY GERMANY: THE NAZI R...George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - DEPTH STUDY GERMANY: THE NAZI REGIME - HOW EFFECTIVELY DID THE NAZIS DEAL WITH THEIR POLITICAL OPPONENTS.
A brief overview of why the crusades started and some of the more important ones. It also looks at their influence and has some links to watch short videos.
I made this PPT to discuss how to be active in a democratic society. It focus on power and privilege, lack of acting, types of activism and acting against the law.
A quick powerpoint with youtube links looking at some lesser developed Conspircy Theories like:
Subliminal Messaging
Chemtrails
Electronic Banking
Lizard Elites
AIDS
A brief overview of what constitutes a politically significant event, what creates one's political perspective, how to deal with different political perspectives, and the differences between fact and opinion.
A look at the settlement of Jamestown and its hardships with a focus on the acts of cannibalism that have been brought to light recently. It has been adapted from another previous presentation.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2. 4 Stages
1. Defined as Other
2. Removal of Rights
3. Concentration
4. Final Solution
3. History
A. The Nazi Party was built on prejudice and AntiSemitism
Prejudice: an opinion formed beforehand /without
full knowledge
Anti-Semitism: hostility or prejudice against Jews
B. Anti-Semitism in Europe has a long history
Hitler's laws and the SS were not new to Jews
Many thought the discrimination was just a passing
phase
4. Stage One: Define as Other
A. Based on long-held stereotypes, Jewish people were
thought of as different
B. Nazis used stereotypes to enhance the mistrust some
Germans felt about the Jews
Mein Kampf. Hitler blamed the Jews for Germany's problems
Nazis defined the Jews as a separate race
C. Violence
Kristallnacht, November 9-10, 1938
Attack on Jewish homes, businesses and synagogues; killed
many Jews
Began to send people to concentration camps.
D. Began centuries before the Holocaust and lasted
throughout the Holocaust because of propaganda
5. Excerpt from a children’s
schoolroom:
'It is almost noon,' says the teacher. 'Now we must summarize
what we have learned in this lesson. What did we discuss?' All the
children raise their hands. The teacher calls on Karl Scholz, a little
boy on the front bench. 'We talked about how to recognize a Jew.'
'Good! Now tell us about it!'
Little Karl takes the pointer, goes to the blackboard and points
to the sketches. 'A Jew is usually recognized by his nose. The Jewish
nose is crooked at the end. It looks like the figure 6. So it is called the
"Jewish Six". Many non-Jews have crooked noses too. But their noses
are bent, not at the end, but further up. Such a nose is called a hook
nose or eagle's beak. It has nothing to do with a Jewish nose.'
'Right!' says the teacher. 'The Jew is also recognized not only by
his nose...,' the boy continues. 'The Jew is also recognized by his lips.
His lips are usually thick. Often the lower lip hangs down. That is
called "sloppy". And the Jew is also recognized by his eyes. His
eyelids are usually thicker and more fleshy that ours. The look of the
Jew is sly and sharp ....'
6. This was a chart
posted in
elementary
classrooms entitled
"German
Youth, Jewish
Youth“; its purpose
was to help Aryan
children distinguish
friend from foe.
7. Why?
Why, for what
purpose is the
blood flowing?
Behind the
scenes, the Jew
grins.
That makes the
answer clear:
They bleed for the
Jews.
8. On the evening of November 910, 1938 -- Kristallnacht, "The Night of
Broken Glass" -- rioters burned over
1,000 synagogues, vandalized and
looted 7,000 Jewish businesses and
homes, and killed dozens of Jews in an
assault instigated by Propaganda
Minister Joseph Goebbels. Synagogues
burned throughout the Reich……
13. Following Kristallnacht, those Jews with the
financial ability to leave Germany did
so….the writing was now on the wall.
14. Stage Two: Removal of Civil
Rights
A. Nuremberg Laws: laws were passed to deny
Jewish people equal rights.
B. Denied citizenship, prohibited from public
office and denied marriage rights to nonJews
15. Nuremburg Law Examples
Section 1
1. Marriages between Jews and citizens of German or kindred blood
are forbidden.
Marriages concluded in defiance of this law are void, even if, for the
purpose of evading this law, they were conducted abroad.
2. Proceedings for annulment may be initiated only by the Public
Prosecutor.
Section 2
Sexual relations outside marriage between Jews and nationals of
German or kindred blood are forbidden.
Section 3
Jews will not be permitted to employ female citizens of German or
kindred blood as domestic servants ....
16. People with four German grandparents (white circles)
were of "German blood," while people were classified
as Jews if they were descended from three or more
Jewish grandparents (black circles in top row right).
17. An inter-married couple is publicly humiliated. The
non-Jewish woman carries a sign reading "I am the
greatest swine and sleep only with Jews." The man's
sign reads, "As a Jew, I only take German girls up to
my room."
18. Also in
1935, Jews were
forced to
purchase and wear
a six-pointed
star of David
whenever they
appeared in
public. The
yellow or blue
star was worn on
an armband or
pinned on a shirt
or coat.
19. Eugenics Program
"This person suffering
from hereditary
defects costs the
community 60,000
Reichsmark during his
lifetime. Fellow
German, that is your
money, too."
20. Stage 3: Concentration
A. Formation of ghettos
Ghetto: a walled section of a city
Began when Germany invaded Poland in 1939
B. Establishment of concentration camps for
Jews
32. A crowded street - 37% of Warsaw’s
population lived in 4.6% of its area
33. Stage Four: The Final
Solution
A. Wansee Conference, January 20, 1942:
proclaimed the Jewish population in Europe
was to be eliminated entirely
B. Liquidation: Took place in the camps with
gas (Zyklon B) & cremation
40. Origins
Starting in 1933, Hitler began establishing camps to harbour
his enemies.
The first was a Dachau, outside of Munich.
By 1939, however, the Germans had shifted from
containment and death through work to mass
extermination.
With that end in mind, death camps were established in
occupied Poland.
Of all the Nazi death camps, Auschwitz-Birkenau was the
largest and most infamous. It was created in early 1940 by
Heinrich Himmler, originally as a POW camp.
By 1942, however, it was turned into an extermination and
experimentation center under the guidance of commandant
Rudolf Hoss.
41.
42. In 1942, at the Wannsee Conference, SS Deputy
Fuhrer Reinhard Heydrich began the “Final
Solution” of the Jewish Question. This
decision would lead directly to the gates of
Auschwitz….
43. The First Camps
Three extermination camps were established
in Poland: Belzec, Sobibor, and Treblinka.
Upon arrival at the camps, many Jews were
sent directly to the gas chambers.
44. The First Camps
The Nazis also gassed Jews at other
extermination camps in Poland: AuschwitzBirkenau (which was the largest
camp), Majdanek, and Chelmno.
At Majdanek, groups of Jews deemed incapable
of work were gassed.
At Chelmno, Jews were gassed in mobile gas
vans.
The Nazis systematically murdered over three
million Jews in the extermination camps alone.
45. Auschwitz
The largest camp established by the Germans
Included a concentration, extermination, and
forced-labor camp
There were three different camps in all
46. Pictures of Auschwitz
Shows Auschwitz I, the
main camp, and the
(extermination) camp
Auschwitz II - Birkenau
The distance between
the two camps is
approx. 3 kilometres
47. Auschwitz Camps
Auschwitz I, or Stammlager, was meant as a
work camp
Had the capacity to hold 7,000 people
On average held 18,000
The camp was surrounded by electrically
charged fences
48. Auschwitz Camps
Auschwitz II, or Birkenau, was planned to be
an extermination camp
At its highest point it housed 100,000 people
New occupants were divided into protective
custody camps
In Birkenau were crematories II-V
49. The Lines of Death
Trains would have 20 cars, each car filled with up to 200
people. SS guards and doctors would greet them and
‘selection’ who would work, and who would go to the gas
chambers.
50.
51.
52.
53. Extermination Methods
Gas Chambers
Early Gas Chambers started as fumigation
chambers (got rid of lice from clothing)
The chambers would evolve into extermination
chambers
The gas used by the Germans was Zyklon-B
After its usage, prisoners would be stripped of
gold teeth and some even their hair.
Prisoners would be put on wagons and disposed
in ditches for later collection while the next
victims were undressing to enter the chamber
54. Zyklon B
This deadly gas, called “Hydrocyanic Prussic Acid”, was manufactured
in a crystal form. Masked SS soldiers, called “Fumigators”, would
stand on top of the gas chambers and dump the crystals through
specially designed holes in the roof.
55. Gas Chambers
Each row of lights in the gas chamber had an opening for gas. The
750 naked people crammed inside quickly began to suffocate. It
took approximately 20 minutes for every person to die. The
agonized screams of the dying people were muffled by the thick
concrete walls and by the rumble of diesel trucks outside, which were
started as the gas was dropped.
56. Account of Extermination by Rudolf Hoss, Commander at
Auschwitz
"The door would now be quickly screwed up and the gas discharged by the
waiting disinfectors through vents in the ceilings of the gas
chambers, down a shaft that led to the floor. This insured the rapid
distribution of the gas. It could be observed through the peephole in the
door that those who were standing nearest to the induction vents were
killed at once. It can be said that about one-third died straightaway. The
remainder staggered about and began to scream and struggle for air. The
screaming, however, soon changed to the death rattle and in a few
minutes all lay still...The door was opened half an hour after the induction
of the gas, and the ventilation switched on...The special detachment now
set about removing the gold teeth and cutting the hair from the women.
After this, the bodies were taken up by elevator and laid in front of the
ovens, which had meanwhile been stoked up. Depending on the size of
the bodies, up to three corpses could be put into one oven at the same
time. The time required for cremation...took twenty minutes."
57. Extermination Methods
Crematoriums
The Nazis needed a more effective way to
dispose of prisoners
Crematoriums were introduced and evolved
to become more effective
Ovens ran continuously with the ashes
intermingling
Early ovens would take 2 hours, later ones 10-
15 minutes
58.
59. Those who lived in the
camp worked every day
for 12 hours, and were
fed only 400 calories per
day. When they could no
longer stand the torture
or the work, they either
ran into the fence, or
walked up the SS and
asked for “special
treatment”. Their torture
ended… but the camp
went on.
60. IN 1945, AUSCHWITZ-BIRKENAU WAS
LIBERATED BY THE SOVIET RED ARMY.
THE SS HAD QUICKLY FLED THE CAMP TO
AVOID CAPTURE, AND HAD LEFT A MERE
7,000 PEOPLE ALIVE. THEY HAD NOT
BOTHERED TO CLEAN UP THE DEAD. WHAT
THE SOVIETS FOUND AS THEY ENTERED THE
CAMP DEFIED EXPLANATION. THE HORROR
OF THE NAZI REGIME WAS LAID BARE FOR
ALL TO SEE.
61.
62.
63.
64. Forever 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 and Birkenau
1940-1945
76. Protective Custody Camps
Camp for Men
Camp for Women
Quarantine Camp
Theresienstadt Family
Camp
Gypsy Camp
Prisoner’s Hospital
Camp Mexico
Temporary Holding Camp
Camp Canada
Camp where the prisoner’s
valuable goods were sorted
Name was chosen because
Canada was a place of
immense wealth and richness
Back
77. Zyklon-B
Germans were using exhaust fumes which were
not efficient
Zyklon-B was being used at Auschwitz as a
vermin killer and disinfectant
It is a form of Hydrocyanic acid which become
active on contact with air
It was first used at Auschwitz on 600 Soviet
POWs in Sept. 1941
Back