Auschwitz: A Historical Overview of the Death Camp The Holocaust is one of the most horrifying crimes against humanity. "Hitler, in an attempt to establish the pure Aryan race, decided that all mentally ill, gypsies, non supporters of Nazism, and Jews were to be eliminated from the German population. He proceeded to reach his goal in a systematic scheme." (Bauer, 58) One of his main methods of exterminating these ‘undesirables' was through the use of concentration and death camps. In January of 1941, Adolf Hitler and his top officials decided to make their 'final solution' a reality. Their goal was to eliminate the Jews and the ‘unpure' from the entire population. Auschwitz was the largest concentration camp that carried out Hitler's ‘final solution' in greater numbers than any other. The first concentration camps were set up in 1933. Hitler established the camps when he came into power for the purpose of isolating, punishing, torturing, and killing anyone suspected of opposition against his regime. In the early years of Hitler's reign, concentration camps were places that held people in protective custody. These people in protective custody included those who were both physically and mentally ill, gypsies, homosexuals, Jehovah Witnesses, Jews and anyone against the Nazi regime. By the end of 1933 there were at least fifty concentration camps throughout occupied Europe. At first, the camps were controlled by the Gestapo (police), but by 1934 the S.S. (Hitler's personal security force) was ordered, by Hitler, to control the camps. (Feig, 20) These camps were set up for many different purposes: Some for forced labor, others for medical experiments and, later on, for the mass destruction of the Jews. (Feig, 21) However, there was never a clear idea from camp to camp as to the true purpose. Was it to extract labor or merely to kill? We do know that Auschwitz was designed for those three reasons stated. Its ultimate goal though was to exterminate as many people possible in the shortest amount of time. The first death camp, Chelmno, was set up in Poland on December 8, 1941. This was five weeks before the Wannsee Conference at which time the 'final solution' was planned out. (Feig, 23) Usually, the death camps were part of exi... ... middle of paper ... ... Chartock, Roselle. The Holocaust Years: Society on Trial. New York: Anti-Defamation League of Bnai Brith, 1978. Ellis, Marc. Ending Auschwitz. Louisville: John Knox Press, 1994. Feig, Konnilyn G. Hitler's Death Camps. New York: Holmes & Meier Publishers, 1979. Gilbert, Martin. Auschwitz and the Allies. New York: Holt, Reinhardt & Winston, 1981. G Gilbert, Martin. The Holocaust - A History of the Jews of Europe During the Second World War. New York: Holt, Reinhardt & Winston, 1985. Meltzer, Milton. Never to Forget the Jews of the Holocaust. New York: Harper & Row, 1976. Nyiszli, Dr. Miklos Auschwitz: An Eyewitness Account of Mengle's Infamous Death Camp. New York: Seaver Books, 1960. Rossel, Seymour. The Holocaust. New York: Franklin Watts, 1981. Schwartz, Aaron F. Hitler's Final Solution. London: Oxford Printing, 1972. Sofosky, Wolfgang. The Order of Terror: The Concentration Camp. Princeton: Princeton University Press, 1991.
In order for effective cooperative learning to occur five essential elements are needed; positive interdependence, face-to-face interactions, individual accountability, social skills and group processing. (Johnson, 1999, p. 70-71). Social skills being the foundation to achieving all other elements required, without this set of skills the individual learner will find it difficult to cooperate with others. Thompson (1996) “social skills are paramount to applying cooperative learning to academic tasks” (p. 84).
The purposes of the camps were to kill millions of people by execution (mostly by gassing) and for people to work long and hard hours under starvation conditions. The Nazi were literally trying to wipe out the entire Jewish race. They didn’t even expect most of prisoners taken to the Belzec, Sobibor or Treblinka extermination camps to survive more than a few hours beyond arrival. They would use gas vans and the gas chambers to produce poison and carbon monoxide exhaust fumes. They were made use at th...
Cruel. Hellish. Inhumane. These three words describe life in Auschwitz during the Holocaust. Adolf Hitler’s "Final Solution" was to exterminate the Jews; among other groups including the Gypsies, mentally ill or disabled, and homosexuals. This “solution” would take place in hundreds of secret concentration camps throughout all of Europe. Auschwitz is one example of Nazi cruelty forced on people they viewed as inferior. The Nazi regime rose to power on January 30, 1933, making Adolf Hitler chancellor. He quickly turned his presidential rule into a dictatorship. Then he set upon his goal of making the perfect race by using widespread propaganda to spread the regime's ideals and goals. They made fast work to get there plan under way and start, as they called it, “The Finial Solution.”
Himmler appointed SS Lieutenant General Theodor Ericke, who was formally in charge of Dachau, to the title of Inspector of Concentration camps. Ericke's policies and procedures were then implemented in every concentration camp under Nazi control. As the Nazi regime continued to take ruthlessly take control of Eastern Europe between 1938 and 1939, the number of people deemed enemies of the regime grew exponentially. By September of 1939, after the army invaded Poland, there were six major camps: Dachau, Sachsenhausen, Buchenwald, Flossenbürg, Mauthausen, and Ravensbrück, a women's camp. Starting in 1934, concentration camps had two main functions, they were used as extermination centers and forced labor camps. The labor camps were then split into two main categories: extractive industries where laborers mined stone and coal, and industrial sites where laborers manufactured armaments, weapons, and various other goods necessary for the War. Even though the Nazi Regime required forced labor, the prisoners were subjected to malnourishment and dangerous working conditions creating high mortality rates among laborers. Concentration camps were an integral part of Hitler's success as he was not only able to have complete control over a mass population, but he was also able to create an immense labor force in order to fight the western
This cooperative learning activity typically involves something having to do with science. Project-based learning, “Involve students working in self-chosen groups. Each group may work on its own task, which may also be self-chosen. The group’s task will be to produce a product that represents the groups learning,” (Slavin 202). These features reflect constructivism because the constructivists approach in science, “Discovery, group work, and conceptual change,” (Slavin 197). In the example given above, the students are able to choose their own group, the task that they want to research, all based on science material. It somewhat relates to the concept-reading instruction that is involved in
The curious incident of the dog in the night-time is a novel by Mark Haddon. The story is based on the perspective of a smart fifthteen-year-old autistic boy, who includes all sorts of clever visuals to enhance his narrative. But Haddon says the novel is not just about disability: “ It’s about what you can do with your words and what it means to communicate with someone in a book.” Haddon has never used the word autism in fiction. Christopher Boone narrated the novel after finding the neighbor’s poodle, Wellington, with a garden fork. This book is Christopher’s survey report, as he more and more close to the truth, he began to investigate his family's personal secrets, found his father told him the truth about his dead mother
Auschwitz was one of the many concentration camps that the Nazis established to torture and usually kill Jews and others who helped the Jews. There many innocent lives were lost and many people were tortured.
Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. The group encouraged each person and provides opportunities for application, rehearsal and discussion of content material after the completion of instruction. Learning in groups motivate students to take enorm...
Because students are required to work together, voice their opinions, and help each other learn the material, cooperative learning improves their social skills by showing them the importance of demonstrating respect and patience to their classmates (Artzt, 4). Communi...
Cooperative learning is a teaching strategy that has children helping children to learn. It aids in developing leadership, cooperation, creativity, and teamwork – all essential elements in the real world. Using community resources and volunteers will provide variety in the daily routine of school and strengthen the “want to” attitude of children to get actively involved in learning.
During World War II, Nazi Concentration Camps were responsible for millions of deaths in a span of twelve years. Concentration Camps were places where people were kept as prisoners and forced to do heavy labor. Many people died from the heavy labor. When Adolf Hitler became the chancellor in 1933, the first concentration camps were built. The prisons served a big purpose during the Holocaust, they controlled many people (specifically Jews) and they killed them. The Holocaust was a mass murder of six million Jews and some other groups. There were a lot of concentration camps, with several major camps called Auschwitz, Belzec, and Chelmno. These camps lasted from Hitler’s appointment as the chancellor (1933) to the end of World War II (1945).
In The Art of Collaborative Learning: Making the Most of Knowledgeable Peers, it discusses the importance of collaborative learning in university to prepare students for the real world and to create work that exceeds what could be accomplished alone. Collaborative learning is when individuals work together and through the exchange of ideas and constructive criticism, a finished product is made.
Research for the cooperative learning structure has demonstrated that it can really enhance a student’s achievement, attitude towards learning, and the atmosphere where learning takes place. According to Akinbobola, “Cooperative learning is a mode of learning in which students work in small groups to achieve a purpose. Here there is an emphasis on the importance of group work, students in a group help each other in learning the content, but achievement is judged individually” (2009, p.2). The cooperative learning structure encourages students to
Most of authors have stated that cooperative learning was beneficial to students in terms of improving academic achievement, developing social and cooperative skills, improving attitudes towards group working; low achievers can be improved in their academic performance if they are in heterogeneous group. Dysfunctional index is a measure to assess student achievement within a cooperative grouping.
Cooperative learning is a teaching strategy that educators have been using for years. As with everything in life, there are both positives and negatives to group work. Group work increases a students learning in the specific subject, and it also teaches students how to work in teams. Working in teams is a skill that is not only useful to master in order to use in classrooms, but is also a skill that will come in handy in nearly every single job position that is out there. I cannot think of a single job where one does not have to interact and work together with at least one other person. The video, Teaching Group Work, made a good point when they stated that group work is not something that comes naturally to students, but rather it is a skill