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The Holocaust

In: Historical Events

Submitted By abishek26021998
Words 4172
Pages 17
Year 10 Science
Semester Two Examination - 2012

TIME ALLOWED 15 MINUTES READING 1 HOUR AND 15 MINUTES WRITING
Instructions to candidates: 1) Do not write or mark the examination booklet in any way during reading time. 2) Please check that, aside from this test booklet, you also have a multiple choice answer sheet and data sheet. 3) There are 14 pages in this booklet including this one. Please check to ensure that this is so. 4) Note that the time allocated for the examination is 75 minutes and that 70 marks have been allocated: this should give you a guide as to how much time you should spend on each section. The survey at the end of the exam should take you approximately five minutes. 5) There are 4 sections in this booklet: multiple choice, true/false, definitions and extended questions. 6) Graphic calculators must not be used. Dictionaries must not be used. An approved scientific calculator may be used. 7) If you finish early please do not waste your time: you only get examination time once so it should not be wasted. Check your work thoroughly: calculations, grammar and spelling. Re-read the questions and check your answers to ensure that you have actually answered the questions asked. 8) When the signal to write is given fill in your name, form and teacher details on this booklet (below) and on the multiple choice answer sheet before you begin answering any questions. 9) All answers in this booklet must be completed in pen. 10) All numerical answers to questions must include units to gain full marks

Name................................................................ Form................................................................. Teacher............................................................

MHS Year 10 Science Semester Two Examination – 2012

Section 1: Multiple Choice
Write your selections on the answer sheet supplied. Please place the answer sheet in this booklet when you hand in this exam. This section is worth 25 marks. 1. a) b) c) d) 2. a) b) c) d) 3. a) b) c) d) Which of the following formulae correctly shows the reaction between magnesium and chlorine? Mg  Cl MgCl Mg2  Cl2 Mg2Cl2 Mg Cl2  MgCl2 2Mg Cl2 2MgCl Which of the following does not change during any chemical reaction? Total number of molecules. Total volume of the system. Total mass of the system. Temperature of the system. When water changes to steam, the molecules become: much larger. no different in mass. less in mass. separate atoms.
2+

4. Lead forms ions with a charge of +2 (Pb ). When lead reacts with element "X" a compound is formed with + the formula Pb3X2. Element "X" also reacts with lithium ions (Li ). What is the likely formula of the compound formed between lithium and element "X"? a) Li3X2 b) Li2X c) X3Li d) Li3X 5. a) b) c) d) 6. a) b) c) d) 7. a) b) c) d) 8. a) b) c) d) What is the total number of atoms in one molecule of CO(NH2)2? 4 5 7 8 The chemical reaction Pb(NO3)2(aq)  2KI(aq)  PbI2(s)  2KNO3(aq) is an example of a: combination reaction. decomposition reaction. combustion reaction. precipitation reaction. The balanced equation for the reaction between calcium hydroxide and nitric acid is: Ca(OH)2 (aq) + 2HNO3 (aq)  Ca(NO3)2 (aq) + 2H2O (l) CaOH (aq) + HNO3 (aq) CaNO3 (aq) + H2O (l) Ca(OH)3 (aq) + H2NO3 (aq)  CaNO3 (aq) + 5H2O (l) CaOH (aq) + H(NO3)2 (aq)  Ca(NO3)2 (aq) + H2O (l) An acid reacting with a metal hydroxide to produce a salt and water is an example of a: combustion reaction precipitation reaction neutralisation reaction decomposition reaction

9. Propane burns in air according to the equation:
2

MHS Year 10 Science Semester Two Examination – 2012

w C3H8(g) + x O2(g) → y CO2(g) + z H2O(g) a) b) c) d) 10. a) b) c) d) 11. a) b) c) d) 12. a) b) c) d) 13. a) b) c) d) The values of w, x, y and z needed (in order) to balance this equation are: 1, 5, 3, 4 1, 10, 3, 4 2, 5, 6, 4 1, 3, 3, 4 Which of the following equations can be completed correctly by replacing X with 2H 2O? NH3(g) + 2O2(g) → HNO3(l) + X 2HCl(g) + MgO(s) → MgCl2(aq) + X 2C4H10(g) + 13O2(g) → 8CO2(g) + X H2SO4(aq) + Ba(OH)2(aq) → BaSO4(s) + X Why does increasing the surface area of a reactant increase the speed of some chemical reactions? It increases the density of the reactant particles. It increases the concentration of the reactant. It exposes more reactant particles to a possible collision. It alters the electrical conductivity of the reactant particles. According to collision theory: reactants may have sufficient energy to react, but may not still do so the number of collisions is inversely proportion to the rate of the reaction reactant ions move around randomly, causing other substances to react with them the rate of reaction is directly proportional to the time taken Which of the following is not an example of a hypothesis? Giving dogs bacon every morning will cause their weight to increase. Wearing helmets when riding a bike will decrease the number of visits to the hospital. There is extraterrestrial life in other galaxies. Drinking coffee at night will cause a person to stay awake longer than not drinking coffee.

14. A student decided to set up an experiment to see if cats preferred skim milk or 2% fat milk. She put out a cup of skim milk for 5 kittens and then measured how much the kittens drank over the course of a day. The next day the same kittens were used and the 2% fat milk was served at the same temperature. The student discovered that the cats liked the 2% fat more than the skim milk. What is wrong with the experiment? a) Repeated experimentation is needed. b) The milk should be served at different temperatures. c) There are no controls present. d) There is no independent variable. 15. A set of results that measures the change in temperature of hot coffee in a cup over a period of 30 minutes would best be presented as a: a) column graph b) line graph c) bar graph d) pie graph

Questions 16 – 18 refer to the following information.

3

MHS Year 10 Science Semester Two Examination – 2012

Alex and Keegan were investigating how tea bag rockets work. They took four different brands of tea bags out into the courtyard, tipped the tea out of the bags and measured the length of the tea bag. They formed each tea bag into a tube and stood it on a heatproof mat before lighting them. As Alex lit the tea bag, Keegan started the stopwatch. They recorded how many seconds of burning it took before the tea bag rocket lifted off the ground. Their results are shown in the table below.

Brand of Tea Bag Greateas Billy Boat Tea Beaut-Tea QuickTea

Height (mm) 146 140 56 120

Time taken to lift off (s) 45 40 18 32

16. a) b) c) d) 17. a) b) c) d)

What was the aim of Alex and Keegan’s experiment? To find out how high tea bag rockets fly To find out which brand of tea bag rocket flies the highest To find out whether the time taken to lift off is related to the height of the tea bag To find which brand of tea makes the best tea bag rocket What would be an appropriate conclusion for this experiment? Beaut-Tea makes the best tea bag rockets because they lift off quickly The time taken for lift off by the rocket is related to the height of the tea bag Any brand of tea can be used to make a tea bag rocket Tea bag rockets are lots of fun to make

18. One of the big problems that Alex and Keegan experienced with this experiment was that the tea bag kept being blown over by the wind when they were trying to light it. To stop this they decided to put each tea bag into a big metal can to light it. Would this affect their results? a) Yes, because the tea bag would now burn for longer before becoming a rocket b) Yes, because the tea bag is now sheltered from the wind c) No, because the time taken for the tea bag to burn before lift-off will be the same as before d) No, because the can would help the tea bag to stay alight 19. Karen noticed that her turtles were sleeping longer than normal. She decided to give one group of turtles a new type of food called GoTurtle and the other group of turtles their same food to see if they would stay awake longer. Pets Turtle Food Room
4

Water

Number of

Behaviour

MHS Year 10 Science Semester Two Examination – 2012

(snapping turtle) Group A (10 turtles) Group B (10 turtles) 1 cup of GoTurtle 1 cup of regular turtle food

Temperature

hours awake each day 1/2 cup 1/2 cup 18 3 pacing back and forth in cage don’t move; sedentary

18°C 18°C

a) b) c) d) 20. a) b) c) d) 21. a) b) c) d) 22. a) b) c) d) 23. a) b) c) d)

For this experiment, what were the independent and dependent variables respectively? Type of turtle, and hours awake each day Hours awake each day, and amount of turtle food Type of turtle food, and hours awake each day Hours awake each day, and behaviour Most stars are made almost entirely of: hydrogen hydrogen and helium hydrogen and lithium hydrogen and carbon The more red a star is, the: larger it is cooler it is smaller it is hotter it is The energy released at the Big Bang is now observed as: X-rays Visible Light Infrared Microwaves The most likely cause of the eventual extinction of life on earth is: the Sun becoming a supernova gradual heating of the Earth as the Sun brightens the Sun becoming a red giant Mr. Wood

24. The core of a red supergiant star which has approximately two times the mass of our own sun will when it dies most likely turn into a a) neutron star b) white dwarf c) black hole d) black dwarf 25. a) b) c) d) The colour of a star is determined by its temperature size mass brightness

Section 2: True and False
Indicate whether the following statements are true or false by placing 'T' for true or 'F' for false in the boxes following each statement. This section is worth 5 marks. 1. The reaction between a metal and an acid gives a salt and water as products.
5

MHS Year 10 Science Semester Two Examination – 2012

2. Compared to particles in a cold substance, particles in a hot substance have more kinetic energy 3. An experiment must confirm the hypothesis as being correct 4. The systematic error in an experiment can be minimised by repeating an experiment 5. The element composition of distant stars can be determined by observing the emission spectrum of starlight

6

MHS Year 10 Science Semester Two Examination – 2012

Section 3: Extended Questions
Give detailed answers to each question in the spaces provided. Answers that do not show all required mathematical working and correct units will not obtain full marks. This section is worth 40 marks. 1. Ammonium carbonate is a white powdery solid. If it is strongly heated in a vacuum, three gaseous products are formed, one of which is ammonia. Identify the second and third product and complete and balance the equation below, adding states: a) (NH4)2CO3 ( )

 2 NH3 ( ) + ……………………. ( ) + …………………….. ( )

b) Name the type of reaction described and shown in the equation above. c) What type of bonding(s) is present in the reactant ammonium carbonate?

(2 + 1 + 1 = 4 marks) 2. An experiment was conducted as shown in the diagram below.

CaCO3(s) was added to HCl(aq). The flask, contents and balloon were weighed before and after the reaction. The products of the reaction were a gas and a soluble salt. a) Write a balanced equation (including states) for the reaction occurring in the flask.

b) Would you expect the mass after reaction to be greater than, less than or equal to the mass before reaction? Explain your choice.

(2 + 2 = 4 marks) 3. Complete the table for the following compounds. (The correct spelling of chemical names is essential.)
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MHS Year 10 Science Semester Two Examination – 2012

Name Magnesium oxide

Chemical symbol MgO Li2S

Hydrogen phosphate CS2 Iron (III) hydroxide (4 x ½ = 2 marks) 4. Balance the following chemical reactions a) b) _____ NH3(g) + _____ CuO(s) → _____ H2O(l) + _____ Cu(s) + _____ N2(g) _____ KClO3(s) → _____ KCl(s) + _____ O2(g) (2 marks) 5. Abed and Troy were doing an experiment to investigate the effect of acid on magnesium at different solution temperatures and for different lengths of magnesium ribbon. They were provided with a Bunsen burner, tripod, measuring beaker, test tubes, gauze mat, a bottle of hydrochloric acid, a roll of magnesium ribbon and some scissors and a thermometer. Their results are shown in the table below Temperature of solution (°C) 10 10 10 20 40 a) Length of magnesium ribbon (cm) 2 4 6 2 2 Time taken for the magnesium to react (s) 60 80 100 30 15

Predict how many seconds a piece of magnesium ribbon of 3 cm length would take to react at 10°C.

b)

Describe what Abed and Troy would have seen when they placed the magnesium ribbon in the test tube containing acid.

c)

Do these results show that the temperature of the solution has an effect on the rate at which the magnesium dissolves? Explain your thinking.

(1 + 1 + 2 = 5 marks)

6. For their extended research project on "sustainability'" Kevin, Peter, Sid and John wanted to examine the impact on marine organisms of increasing ocean acidification as a result of human pollution.
8

MHS Year 10 Science Semester Two Examination – 2012

During their planning and research phase they discovered that CO 2 in the atmosphere reacted with the water in the oceans forming carbonic acid (H2CO3). Further, they discovered that the shells and exoskeletons of many marine organisms where made from calcium carbonate. Because they had paid attention during the chemistry component of Year 10 Science, the boys realised that this calcium carbonate would react with the carbonic acid to produce the calcium salt, calcium bicarbonate, via the following chemical reaction: CaCO3(s) + H2CO3(aq) → Ca(HCO3)2(aq) a) What could be the specific aim of their experiment?

b) What hypothesis could they test in this experiment?

c) Use dot points to outline a method they could use to test this hypothesis. State clearly the type of control group and experiments groups used and why these were chosen, what will be measured in the experiment, and the size of these groups.

(1 + 1 + 4 = 6 marks)

7. Tony, Ahmed, Varun and Henry examined the materials used to make boat propellers as part of the their extended research project. They examined three materials: balsa wood, aluminium sheets and steel
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MHS Year 10 Science Semester Two Examination – 2012

sheets. All the propellers were the same size and shape. Their first test was to see how fast the propellers would spin. Below is a table of their averaged results. Balsa Wood Average revs per minute (RPM) 98 Aluminium 73 Steel 67

a) Graph this data on the following axis:

Next, the boys attached their propellers to toy boats and tested how far the boats would travel in 5 minutes Time (min) Balsa Wood Aluminium Steel 1 50cm 30cm 25cm 2 100 cm 60cm 50cm 3 150cm 90cm 75cm 4 200cm 120cm 100cm 5 250cm 150cm 125cm

b) Graph this data on the following axis:

The boys compared the prices of the three materials and found that balsa wood was the cheapest (price), aluminium was the next more expensive (price) and steel was the most expensive.
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MHS Year 10 Science Semester Two Examination – 2012

c)

The boys concluded that because balsa wood was the cheapest material and had the best results, that all boats should use balsa wood propellers to become more fuel-efficient. Explain whether or not you agree with this conclusion.

(2 + 2 + 1 = 5 marks) 8. Using your understanding of the stellar life cycle, explain the following: a) Black holes and a black dwarfs are both ‘black’, but for different reasons.

b) The difference between a nebula and planetary nebula.

c) New stars are formed from the remnants of old stars.

(2 + 2 + 2 = 6 marks) 9. To help determine the distance of stars from the Earth the parallax angle is often measured. However, the parallax method can only be used for stars of a certain distance away. With reference to the parallax angle, explain why it becomes difficult to use this technique for stars much, much further away?

(2 marks) 10. In 1814, German physicist Joseph von Fraunhofer (1787-1826) published his famous diagram (shown below), depicting the visible light spectrum of the sun. It would take another hundred years before Scientists could explain what phenomena it depicted.
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MHS Year 10 Science Semester Two Examination – 2012

a) With reference to the formation of the light spectrum above, explain what would eventually be calculated about the sun

Since the 1920’s, astronomers and cosmologists have also analysed the light spectrum of stars in distant galaxies. Initial attempts to find stars with a comparable light spectrum to our own sun proved difficult, as wherever scientists looked, the spectrum of stars would look similar, but appeared to have been shifted in some way. This evidence however would eventually be used to support the most commonly held scientific theory about the nature, and ultimately the origin of the universe

b) Describe how this evidence helps explain the origin of the universe.

(2 + 2 = 4 marks)

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MHS Year 10 Science Semester Two Examination – 2012

The following survey has been designed to improve the Year 10 Science course. You are not assessed on responses to this survey, but you will be penalised if you do not complete it.
Place a cross in the most appropriate column corresponding to your thoughts on each statement. Neither agree nor disagree

General comments about the Year 10 Science Overall I really enjoyed Science. I learnt things in this subject that were new to me. The work in this subject was too easy I felt I learnt quite a lot in this subject I enjoyed the practical activities. I enjoy working on activities in small groups I would have preferred less research and more teacher notes

Strongly disagree

disagree

agree

Strongly agree

Comments about specific parts of Year 10 Science I enjoyed the Genetics and Evolution unit. I enjoyed the Biotechnology poster assignment We should do more practical activities in the Genetics and Evolution unit I enjoyed the Forces and Motion unit. I enjoyed the egg parachute practical activity. I felt I learnt quite a lot doing the egg parachute prac activity. I enjoyed the Periodic Table unit. I enjoyed the Elements in the Periodic Table CSIRO visit. I enjoyed the group research project. I would have preferred less research and more teacher notes for the group research project. I enjoyed working in a group for the research project I felt I was supported enough by the teacher during our group research project. I learnt things in the group research project that were new to me. I would have preferred doing the group research project by myself I enjoyed the chemical reactions unit. I would have preferred less practical activities and more teacher notes for the chemical reactions unit.
13

Strongly disagree

disagree

Neither agree nor disagree

agree

Strongly agree

MHS Year 10 Science Semester Two Examination – 2012

I felt I learnt quite a lot during the chemical reactions unit I enjoyed the universe unit. I felt I learnt quite a lot during the universe unit.

Please provide some general comments on how we could improve the Year 10 Science course:   What other topics could we include? What topics do you think we should not include?



Do you think we did enough practical activities, or not enough?



Was year 10 Science challenging enough?



Anything else you want to say?

END OF PAPER

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MHS Year 10 Science Semester Two Examination – 2012

Data Sheet
Year 10 Semester 2
The following information may be of use in completing the examination.

name of ion ammonium potassium silver sodium calcium copper iron (II) lead magnesium zinc Aluminium iron (III)

symbol NH4 K
+ + + +

charge 1+ 1+ 1+ 1+ 2+ 2+ 2+ 2+ 2+ 2+ 3+ 3+

name of ion chloride nitrate iodide bromide hydroxide oxide sulfite sulfide carbonate sulfate phosphate nitride

symbol Cl
-

charge 111-

NO3 I
-

Ag

Na Ca Cu Fe

Br

1-

2+ 2+

OH O

1222-

22-

2+ 2+ 2+

SO3 S

Pb

22-

Mg Zn Al

CO3 SO4 PO4 N

2233-

2+

23-

3+ 3+

Fe

3-

15

MHS Year 10 Science Semester Two Examination – 2012

Answers Section 1 1 2 c 9 10 a 17 18 b 25 a Section 2 1 2 3 4

c d c

3 11 19

b c c

4 12 20

d a b

5 13 21

d c b

6 14 22

d c d

7 15 23

a b b

8 16 24

c c a

F

T

F

F

5 T

Section 3. 1. a) (NH4)2CO3 (s)  2 NH3 (g) + H2O (g) + CO2 (g) (0.5 marks for all correct states, 0.5 marks for CO2) b) Decomposition reaction (1 mark) c) Ionic and covalent bonding (both needed for 1 mark) a) CaCO3(s) + 2HCl(aq) → CaCl2(aq) + CO2(g) + H2O(l) (0.5 mark each for three products, 0.5 mark for correctly balanced b) The same (1 mark). In a chemical reaction, the mass of the reactants is equal to the mass of the products (1 mark). Lithium sulfide, H3PO4, Caron disulphide, Fe(OH)3 (0.5 mark each, accept sulphide) a) 2, 3, 3, 3, 1 b) 2, 2, 3

2.

3. 4. 5.

a) 70 seconds b) Gas generated (0.5 mark) and magnesium metal dissolves (0.5 mark) c) Yes, temp increase leads to a shorter dissolving time (1 mark). As temperature increased from 10, o to 20, to 40 C, dissolving time reduced from 60, to 30, to 15 seconds (1 mark) [2 mark is for reference to the numerical evidence] a) To determine if sea shells dissolve in acid water/carbonic acid solution (i.e the purpose) (1 mark) b) That increasing the carbonic acid content increases the level of degradation / mass of the seashell (1 mark) c) Control group identified - no acid, just water (1 mark); At least two experimental groups – different acid strengths (1 mark); Measurement of sea shell before and after sitting in acid (0.5 mark) for a set period of time (0.5 mark). Large sample size (0.5 mark), and repeats of experiment (0.5 mark) a) Column or bar graph (1 mark) with labelled axes (0.5 mark) and units (0.5 mark) b) X-Y scatter/line graph (0.5 mark) with crosses connected for each sample set (0.5 mark), labelled axes (0.5 mark) and units (0.5 mark) c) Not a valid conclusion (0.5 mark) Balsa wood or even wood is a bad/stupid material for construction of a propeller on a boat (0.5 mark) a) Black holes appear ‘black’ because no light can escape from its gravity, hence can’t be seen (1 mark). Black dwarfs appear black because they are no longer giving off light (1 mark) b) Nebula is the gas cloud before a star is born (1 mark), planetary nebula is the gas/matter cloud formed after a star has exploded (1 mark). c) When stars die, they explode and spread out their gas/matter (1 mark). Some of that gas/matter may then start to clump together (via gravity), eventually forming a new star (1 mark). a) The further a star is, the smaller the parallax angle (1 mark). The parallax angle will eventually become too small to accurately measure (1 mark). a) The light spectrum shows a series of black bars (0.5 marks) where light at that wavelength has been absorbed (1 mark). This showed that the sun was made up of different elements which had adsorbed the light (0.5 marks) b) The light from distant stars had become shifted towards the red direction of the visible spectrum / had become red-shifted (0.5 mark). This was because the light had become stretched during its travel to Earth (0.5 mark) The most distant the star, the more red-shifted, which suggested that the universe was expanding (1 mark)

6.

7.

8.

9. 10.

16…...

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...Jewish memory, then it is our duty to remember the Jewish lives that perished and to keep Jewish memory alive. Elie Wiesel, a Holocaust survivor, explains in his preface his reasons for writing the latest edition of his memoir Night: “[I] believe that [I] have a moral obligation to try to prevent the enemy from enjoying one last victory by allowing his crimes to be erased from human memory.” The number of Holocaust survivors is dwindling. It is imperative that we remember their stories in order to give meaning to their survival. As Wiesel writes, “[The survivor] has no right to deprive future generations of a past that belongs to our collective memory.” Wiesel has painstakingly endowed us, the next generation, with the knowledge of the moral depravity during the Holocaust as well as the importance of remembrance. Now it is up to us to apply this knowledge and to fight against future genocides. As a Jewish teenager growing up in the United States, I believe that it is essential for our generation to remember not only the Holocaust, but also the debacle of our country’s lack of support for the Jewish community in its most crucial time of need. In his book, Abandonment of the Jews, David Wyman asserts that: “The United States was willing to attempt almost nothing to save the Jews” (5). Indeed, the United States government had been cognizant of the Holocaust since 1939, but took no action. Quite to the contrary, it set strict Jewish immigration quotas, accepting only 21,000......

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Holocaust

...remove this darkness from one of the most tragic events to ever happen in history, the Holocaust. There is a classic German legend about a man named Faust. He was a highly successful scholar but was dissatisfied with his life. His legend has created stories of his success in art and music, but the legendary of this man doesn’t end there. According to the legend, Faust sold his soul to the devil in exchange for vast earthly rewards. Millions of innocent Jews were killed by this so called legend, driven by a force of madness and evil of his own ancestors. In his own sick twisted mind he saw an opportunity to solve the problem once and for all by killing off the Jews. It is said that the Holocaust was based upon vague, trivial, or even inaccurate representations. With so much controversy and doubt on the Holocaust did or did it not really happen, everyone has their own point-of-view. Ironically for the people of Germany this legend had an all too real comparison to true events on its history. According to stories from survivors the voices of the dead can still be heard crying out for help. There are many authors who wrote books with great detail on the Holocaust, giving their perspective point of view on this tragic event. During the Holocaust it is said that over six million Jews suffered countless amounts of obscenity throughout the history of time. In the book Histories of the Holocaust by Dan Stone, the author describes the legendary of one man, the will to survive,......

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The Holocaust

...When you think of the holocaust, what do you think about? Is it the millions of Jews lives that were taken? Or is it a great, but wicked speaker named Adolph Hitler? Adolph Hitler, Auschwitz, and American involvement are some key roles in the holocaust. Adolph Hitler is probably one of the worst people ever to live. When people talk of evil deeds he is at the top of the list. He was a man of words, and could use them to his advantage. He had an ability to talk and make the Germans believe that the Jews were the reason for the problems in their country; so he gave them the idea to move them out. Then under his command they forced the Jews in to death camps. After Adolph Hitler convinced the Germans that the Jews were the center of all problems, he started to make camps to place all the Jews. These camps weren’t nice places to be. They were all used to kill millions of Jews. Auschwitz was the most feared of all. Over 2 million Jews were killed there in ways that aren’t humane, such as shooting them, or gassing them in a chamber, or even burning them alive. This camp even bought little farms and houses for places to kill. They had the ever so famous Little Red house and the Little White house. These were places that they took Jews to kill them. How does America get involved in this? They started to ban Jews in America. Nazism started up here in the land of the free. This made it harder for them to come to America and get out of harms way in Germany. They......

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The Holocaust

...One of the toughest questions we are asked at the Holocaust History Project is when someone says "tell me everything you can about the Holocaust." It is difficult because we know that this person wants to know about the Holocaust, but does not yet know enough to ask the right questions. There is so much information about the Holocaust that it is impossible to describe it all in a simple answer. We can, however, tell you what the Holocaust was and - most importantly - where you can read about it. The Holocaust was the effort of Adolf Hitler and the Nazi Party in Germany to exterminate the Jews and other people that they considered to be inferior. As a result about 12,000,000 people - about half of them Jews - were murdered. The murders were done by every means imaginable but most of the victims perished as a result of shooting, starvation, disease, and poison gas. Others were tortured to death or died in horrible medical experiments. Hitler took power in Germany in 1933 and almost immediately began the chain of events that led to the Holocaust. This first phase was the persecution of Jews in Germany and the other countries invaded by Hitler. It lasted until 1941. During this period, while Hitler built his power, Jews were persecuted and brutalized but there was no organized effort to systematically murder them. In late 1939 Hitler invaded Poland, beginning the Second World War. In mid-1941 Hitler invaded the Soviet Union. At about the same time -......

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The Holocaust

... Research Paper 1 The Holocaust In this paper, I will be presenting many facts that show what the Holocaust is and why it occurred. The Holocaust was an organized, persecution, and murder of approximately six million Jewish people including 1.5 million Jewish children. The Holocaust took place in Europe by the Nazi regime and its collaborators that happened between 1933-1945. During that time, Jews were known as an inferior race. They were thought to be a threat to the German community. After years of having the Nazis rule in Germany, Hitler decided his “final solution”. This solution included mass killing centers constructed in the concentration camps of Poland. In the article “Elie Wiesel Biography” by The Biography.com, the author’s main thesis is that the Holocaust was a very traumatic event that caused an eye-opener for humans about how cruel humans can be. This article talks about Elie Wiesel, a holocaust survivor who is now a Nobel-Prize winning writer, teacher and activist known for the memoir Night. In his books he discusses his experiences of surviving the Holocaust. At the age of 15, Wiesel and his entire family were sent to Auschwitz as part of the Holocaust (Eliezer Wiesel, 2014). Elie and his father were separated from his mother and younger......

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Holocaust

...Cory Arentsen History 1000024 Professor Hackner 16 April 2015 The Holocaust The Holocaust is possibly the biggest monstrosity that has ever been committed by man. The one specific man, Adolf Hitler, was the main contributor to this horrid time. Hitler was a festooned veteran of World War I and also a German politician, a chancellor of Germany from 1933 to 1945, and the leader of Nazi Germany from 1934 to 1945. By the end of World War II, which ended in 1945, the Nazis had thrashed millions of Jews, Slavs, Gypsies, homosexuals, and communists. The primary targets of Hitler’s motives were the Jews. Of the nine millions of Jews who lived in Europe before the Holocaust, approximately 6 million were killed. For years, European Jews were prosecuted and seen as a problem by most of Europe. Anti-Semitism was extremely popular in Europe and during the rise of the Nazis, the new laws that were put in place to discriminate against the Jews were highly tolerated. All of this combined with Hitler’s radical nature set the stage for the slaughter of the Jewish people. Legal discrimination against the Jewish people began immediately after the Nazis took power in 1933. However, the mass slaughtering of all the European Jewish people were widely kept a secret until after the war. These highly topped secret death camps were first coordinated and discussed at the Wannsee Conference held in Berlin. This conference was between all of the highest ranking Nazi officials and its purpose......

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The Holocaust

...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of......

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Holocaust

...The Holocaust The holocaust is a word of greek between 1933 and 1945 when jews and members of other groups were murdered by the nazi’s In the holocaust six million or more jews were killed by adolf hitler's nazi regime and its collaborators. Five million non-jewish victims of nazi mass murders, bringing the total of eleven million The persecution and genocide were carried out in stages. During the era of the Holocaust, German authorities also targeted other groups because of their perceived. Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah's witnesses, and homosexuals. At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered. In the early years of the nazi regime, the National Socialist government established concentration cmaps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the so-called Greater German Reich and in German-occupied territory, for......

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Holocaust

...The Holocaust The Holocaust The Holocaust 2 At the beginning of the 1930s, Germany was under stress of recuperating after the First World War. Germany was in need of a leader to lead them through the hard times of recovering after a war, with no help from other countries. A man by the name of Adolf Hitler stepped up to the challenge. His goal was to lead Germany out of their troubles and make them a world power. Through this plan, many different courses of action were beginning to take place. As part of becoming a world power, Hitler, wanted to make Germany larger and fill it with what he considered a “perfect people”. These perfect people were those of blonde hair and blue eyes, which ironically enough, Hitler lacked. This course of action is now commonly known as The Holocaust. These perfect people also had to be pure, that means that no homosexuals, gypsies, nor Jews would be living in the land controlled by Germany. To achieve this goal, Hitler and the rest of Nazi Germany, created concentration and extermination camps to put the people that did not meet the requirement of being a perfect people. Two of these camps were named Auschwitz, which is in present day Poland, and Dachau, near Munich. The Holocaust 3 As referred to earlier, there were two different types of camps created by the Nazis. The first one is a concentration or work camp. The first camp,......

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