Concentration Camps-Deaths

Following the several blog posts about the concentration camps, we look at the casualties. There were 6 extermination camps, located in German-occupied Poland territories. The extermination camps, also known as death camps were created for the sole purpose of killing Jewish individuals. Millions were killed. The focus of death was so much so, that the Nazis continuously looked for ways to more efficiently kill the Jews. Methods of shooting and later gas were used to kill. 

Courtesy:

https://www.yadvashem.org/holocaust/about/final-solution/death-camps.html

https://encyclopedia.ushmm.org/content/en/map/killing-centers-in-occupied-poland-1942

Graph of Estimated Deaths:

Recreating the Past

To further understand the severity of the maltreatment and abuse that the Jewish people suffered at the time we look at a recreation of what has then occurred. A video was set for us to watch a clip from a film in which reenact what may have ensued on the liberation of the concentration camps. In addition, we were given an activity in which we fill in the missing words from sentences in order to complete. From such, I have come to realise just how grave the situation was; the horror that Jewish had as well as the shock in which the troops had.

Concluding this part activity we are--"In your own words, describe what the soldiers discover. What impact does the discovery have on the soldiers?" 

The Jewish.Starved prisoners. They paid a sentence for which they were not guilty of. The Nazis, in the hundreds of thousands they arrested only several thousand were found alive, barely so. Their bodies drained of life, limbs like twigs--face withered. Many could hardly move, forced labour and malnutrition; suffering such conditions for months and years. There were masses of evidence to suggest the massacre that occurred in the Nazi abandoned camps. Bodies lay unburied, many more burnt. Hundreds of thousands of clothes were found, thousands of kilograms of hair as well. The dread that lingered through the camps was indescribable. One could only try to feel the shock that the allied soldiers were faced with. It's unimaginable how much malevolence was needed to perform these acts of sadism and torture. We can only hope that such poor souls now are able to rest. 

Lockdown: How we can keep working-

In Art we continue to look at pieces of work of several different artists and as well as creating one---or several-- in such a style. This time we look at works by Joanna Margaret Paul. I created several pieces using a brush, a stick and inks, as well as a permanent marker. The subjects of my pieces were inspired by videos I have watched recently. In addition, it was also inspired by the works of Joana Margaret Paul "Musicians; Joanna Margaret Paul; NS 278". There are two however that doesn't have any specific inspiration aside from the style of Joanna Margaret Paul. The two pieces mentioned are "Overtime" and "Blossom"; quite explanatory these two were the last and only popped in my head. I have enjoyed creating art and using such techniques, in a sense using the technique gave freedom. Aside from working on the style of Joanna Margaret Paul, I have also created charcoal pieces that were rather different. I have included one. 

Mapping: "Some Countries in Europe involved in WWII and German Death Camps"

The following is a quick and short activity present for our class to do. The activity revisits our mapping abilities and ability to remember the factors that are needed to create a map. In this task, we are to locate the given counties on a map and identify them, by colouring. After doing so we're given locations in which the Nazi Death Camps were. Interestingly, death camps were not in Germany, concentration camps were established and many deaths occurred. However, specified  Death Camps were planted in Poland. At the time the locations of these death camps were German-occupied therefore without control of Poland. The Death Camps had gas chambers in which Jews, political enemies, homosexuals, slavs, "mentally defective" were put to kill.  

I have completed this task using Google Maps as I haven't the document--physical map--used initially.

Map: "Some Countries in Europe involved in WWII and German Death Camps"

Planning: Kristallnacht

TO ALL REGIONAL AND SUB-REGIONAL GESTAPO OFFICES

sent at 1:20AM, November 8, 1938

SUBJECT: MEASURES AGAINST THE JEWS THIS NIGHT 

That only such measures were to be taken that would not endanger German lives or property (e.g. the burning of synagogues was only to be carried out if there was no danger of fire spreading to the surrounding district).  Businesses and residences of Jews may be damaged but not looted. Particular care is to be paid in business sections and surrounding streets. Non-Jewish businesses are to be protected from damage under all circumstances. Police are to seize all archives from synagogues and offices of community organizations, this refers to material of historical significance. Archives are to be handed over to the SS. As soon as possible, officials are to arrest as many Jews especially wealthy ones - in all districts as can be accommodated in existing cells. For the time being, only healthy male Jews of not too advanced age are to be arrested.

Signed by Reinhard Heydrich,

SS Gruppenfürer

The following document was sent a day before the tragedy of "Kristallnacht" occurred. It's evident that the chaos of that night was planned. Showing in the depth of what was and not to be done. Showing also how anti-semitic and direct the Nazi party was in methodically attacking the "Jews"; which not only attacks the present culture but also digging and destroying its roots. This is clearly perceived through the order to seize the archives as well as material of historical significance. 

The burning and destruction of the synagogues and other establishments are evident in the text"That only such measures were to be taken that would not endanger German lives or property (e.g. the burning of synagogues was only to be carried out if there was no danger of fire spreading to the surrounding district).  Businesses and residences of Jews may be damaged but not looted." proves this. In addition to that, the planned arrests of the 'healthy male Jews' are present in the document as well. It is clear that this document, in alignment with the time, people and content is evidence that the "Kristallnacht" was planned.

DNA extraction: Kiwi Fruit

"Snot Fishing" was given the term by our teacher, due to its nature and feel. In the experiment that we've completed, we were tasked with taking DNA from kiwi fruit. We--as a class- were shown an extraction of DNA using household items. The video shows removal of 

Aim: To extract DNA from kiwi fruit.

Equipment:

• Kiwi fruit
• Ziplock bag
• Detergent
• Salt
• Rubbing Alcohol
• Beaker
• Test tube
• Filter
• Popsicle stick

Method: 

1. Cut the kiwi fruit and peel, half is sufficient.
2. Put the kiwi fruit inside of the ziplock bag and mush until there aren't many visible clumps.
3. Take a pinch or two of salt and put it inside the ziplock bag.
4. Pour a couple tablespoons of water inside the bag and incorporate. 
5. Pour a few teaspoons of detergent inside the bag, mix, but not to an extent in which the mixture is bubbly.
6. Filter the mixture in a beaker.
7. Pour the filtered mixture/liquid into a testtube.
8. Pour rubbing alcohol atop the mixture.
9. In the middle of the alcohol and mixture the DNA lies, take a popsicle stick and "fish out" the DNA.

Kristallnacht - Social Studies

Kristallnacht(Crystal Night)--"Night of Broken Glass" also referred to as “November Pogroms”; ironically--"cristal clearly"--cites aftermath of the attack [riots] against the German Nazis on Jewish properties. Homes, businesses, shops and synagogues were bombarded and attacked and destroyed. Kristallnacht notes the Brobdingnagian of broken glass through the streets, left after the event took place.

Several questions arise from this event:

1. When did this event occur?
2. How many synagogues did the programme claim were burned?
3. How many Jews were claimed to have died as a result of this event?
4. How many were said to have been sent to concentration camps?
5. What was the reaction of the German people to this event?

Transpired on the 9th of November, 1938, it pursued until 10th November; Germany, Austria and Czechoslovakia were the locations in which the events occurred. 267 synagogues were burned. As a result of this incident, 91 Jews died as it was claimed, several dozens committed suicide--many letters proving so. Through the course of the episode, 30,000 male Jews, were arrested--sent to Nazi concentration camps. The response of the German public was horrendous. Malevolence, full of it, many were exploiting from the incident; looting, plundering and picking up goods thrown out onto the street. After doing they further benefitted from the confiscation of much Jewish property. In addition to this malice, it was stated that teachers took their students to mock and ridicule the Jews; many of the "young people" considered that “Jews are our misfortune”. Though not all agreed to the violence and prejudice, some Germans felt ashamed to be what they were; many of them debated against the violence as well as the chaos that ensued. 

The Nuremberg Laws

Adding onto the previous learning that we have completed. Following onto the quotes from Adolf Hitler, we look at how spread the anti-semitic views were. Anti-Semitism was exponentially severe, as "laws" were put in place to separate the "Jewish" from the supposed real "Germans". We were given this task, to answer several questions in relation to the "Nuremberg Laws" passed in 1935. The following is the adapted article followed by the questions and answers.

THE NUREMBERG LAWS

At their annual party rally held in Nuremberg in September 1935, the Nazi leaders announced new laws based on many of the racial theories common in Nazi beliefs. These "Nuremberg Laws" excluded German Jews from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or German-related blood." Additional regulations to these laws deprived them of most political rights. Jews were disenfranchised (that is, they had no right to vote) and could not hold public office. 

The Nuremberg Laws did not identify a "Jew" as someone with particular religious beliefs. Instead, the first amendment to the Nuremberg Laws defined anyone who had three or four Jewish grandparents as a Jew, regardless of whether that individual recognized himself or herself as a Jew or belonged to the Jewish religious community. Many Germans who had not practised Judaism (the Jewish religion) or who had not done so for years found themselves caught in the grip of Nazi terror. Even people with Jewish grandparents who had converted to Christianity could be defined as Jews. 

The Nuremberg Laws of 1935 were the start of a new wave of anti-Semitic laws that brought about immediate segregation: Jewish patients were no longer admitted to municipal hospitals in Düsseldorf, German court judges could not refer to legal commentaries or opinions written by Jewish authors, Jewish officers were expelled from the army, and Jewish university students were not allowed to sit for doctoral exams. 

Other regulations reinforced the message that Jews were outsiders in Germany; for example, in December 1935, the Reich Propaganda Ministry issued a decree forbidding Jewish soldiers to be named among the dead in World War I memorials. 

Adapted from http://www.ushmm.org/wlc/en/article.php?ModuleId=10005681 

1. Provide two examples of ways in which the Nuremberg laws affected the rights of German Jews. --- Rights to freedom has been forcefully taken away, many parts of the human rights[practised today] were not in place. One of such examples includes, Article 16 [simplified] You have the right to marry and to raise a family. Men and women have the same rights when they are married and when they are separated. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution--. The laws dictated to Nuremberg contradicts this “Freedom of Love” per se. This distinction is further affected by not abiding by Article 7 [simplified] You have the right to be treated by the law in the same way as everyone else. Everyone has a right to protection against violations of their human rights.-- All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. Those in themselves are great oppression against basic human rights. 

2. What other actions were taken that discriminated against Jews in Germany? (Remembering)

Jews were not allowed to vote-- they were stripped of their privileges to political rights. Discriminated not only for their beliefs and practices but merely their relation to Jews; as far back as 3 or four Jew grandparents, individuals were prosecuted and were defined as Jews. The severity would only become greater as even those ‘grandparents’ had converted to Christianity it wasn’t an exception. Hence, many who have not practised Judaism for many years as well as those who did not at all were caught within the Nazi’s grasps. 

3. Why do you think that the Nazis passed these laws? (Understanding)

It was negative propaganda that blames Germany's mistakes and wrong actions to people who have already been discriminated against throughout history. It was adding fuel to fire, as in that era WWI was lost by the Germans and were suffering severely. Adolf Hitler had very strong beliefs about pure-blooded Germans, and the race is superior to others. ‘Aryan Race’--pure blooded Germans-- considered the Jewish race as the lowest form of a human, classifying them as ‘non-Germans.’

4. If a New Zealand government passed a law that provided for different treatment of a named racial group in New Zealand, what do you think the reaction of most New Zealand people would be? Why do you think this might be the case? (Applying)

The simple thought of the action would cause an uproar, great dissension to the passed law would occur; such as what has happened to the protest about human rights-- “Black Lives Matter” and “Stop Asian Hate” in the previous year. However, I would think that it would be on a far greater scale. 

5. Do you think these Nuremberg laws were racist? Explain your point of view. (Evaluating)

The fact of the matter is it was undoubtedly racist, it wasn’t hidden nor it was implied that they had planned to hide it. The statement and thoughts behind their purpose were clear and evident that they were separating races--cultures-- through the passed laws. The laws of “equality” were biased and antisemitic.

 

English Scholarship Pathways

6th of August, Friday, wasn't the usual timetable. We [a group of students] were invited to participate in an English Scholarship Pathways workshop; different types of topics around English were brought upon and taught. The workshop contained many topics that revolved around English, such were: 'Narratology Theory', 'Rhetorical Theory', 'Philosophy' and 'Shakespeare'. The subjects given were taught to us by several of the teachers from the English department. Each of the workshop sessions took around an hour to complete and a reflection was to be completed during the day. To summarise what I have learned and acquired from the lessons that I had today I will be giving my thoughts on all the sessions that were presented--starting with the  'Narratology Theory'--following the order given previously. I have enjoyed the workshops greatly and I am hopeful that I could be able to participate once more. 

Tzvetan Todorov

'Narratology Theory'--During this session--the first session-- we look at the many factors of creating a "Narrative". Though even previous to that we look at the difference between 'Literary Criticism' and 'Literary Theory' --Quoted--"Literary criticism is the study, evaluation and interpretation of literature whereas literary theory is the different frameworks used to evaluate and interpret a particular work." After doing so we resume top the previous statement, factors of a "Narrative". Briefly, plot, characters, exposition and such were discussed-- as we move forward to the main subject of the topic, the theories. Tzvetan Todorov, "Equilibrium Theory" into which a most "Narrative" fall in this category; broken down, 1. A state of Equilibrium  2. Disruption of Equilibrium  3. Recognition of Disruption  4. Attempt to Repair the Disruption  5. Reinstatement of Equilibrium. Although simplistic in nature, it does pose truth; this pattern is recognised as normality from way back then and currently in the present--probable in the future as well. I have found this 'theory' to be not only interesting by accurate. Many of the 'Narratives' that I've read fall into this category of Todorov's theory. It is arduous to find a story that doesn't follow this at all, which is used primarily everywhere from movies, series, books and myths. Certainly, this helps tremendously with dissecting a story and makes me wonder why this pattern always seemingly appears.         

Following Todorov's Theory, I have found Barthes Enigma Code/Theory to be immensely interesting as well. In contrary to Todorov, Barthes argues that mystery is a key to creating a successful 'Narrative'. Surprisingly, the mystery doesn't need to come in a grand fashion, though it can do so. A costume, perhaps the music, uses certain aspects that help to create mystery and thus become immersive. Hermeneutic Codes. In addition to that other aspects may ask more than a singular question to the audience. These are called Semantic codes. For instance, take this scene from "Pirates of the Caribbean on Stranger Tides" Davy Jones has broken Jacksparrow's sword, though instead of throwing it away, Jacksparrow keeps it. This creates several questions, why does he need it? if he's going to use it, what for? Following "Pirates of the Caribbean" once more, we look at 'Proairetec Codes'--plot action not necessarily meant to ask particular questions, rather it's an action caused by a previous act. "Davy Jones gets a few of his tentacles cut off." Previously he was in a sword fight, hence he was hurt.

   

Kenneth Burke

In the second session, we come to look at Rhetorics, which is looking at finding symbols through "Human Symbol Use". Similar to the "Narratology Theory" we first look at what even is 'Rhetorical Theory'. It begins with two contrasting ideas in which revolves around views upon rhetorical situations. Their 'Theories' juxtaposed--the initial theory presented by Lloyd Bitzer argues around the idea of objectivism paired with realism, which then comes to rhetoric is defined by a situation. Whereas Richard E. Vatz suggests otherwise, a situation is defined by rhetoric as well as the rhetor enjoying more agency; simply a rhetor chooses which path the agenda takes. Furthermore, a rhetor is not "controlled" by a situation, thus enjoys more agency-- constructs a situation by making it overt in language. Subsequently, we look at the old definition of Rhetoric, in which we have learnt that rhetoric was used in persuasion, logical argument-- though today it a more usual use for 'Rhetoric' is Human Symbol. After doing so, contemporary was the next discussion.  The theorist we discussed first was Kenneth Burke, with his most popular theory 'Dramatism'. The theory poses that certain actions that are done by individuals are "motivated" to act in certain ways due to certain situations-- recognising guilt to be the basis of human actions and emotions. Burke created a pentad to show--analyse--a dramatic situation to show the "motivation".  The five points are as tagged, 'Agent', 'Agency', 'Scene', 'Purpose' and 'Act'; looking into a situation from one of these perspectives gives a different view.  It aims to give a motive to why the character did what they did, their motive. 

Burkes' Pentad

           

There were several theorists mentioned in the lesson, one in particular piqued my interest. Jean Baudrillard avows that meaning is meaning for what it is not. Take, for example, he avers that a book is a book not because it is, but rather because it's not a pen nor pencil. Further stating everything-- objects and such are intertwined through a web of meaning. Arguing that meaning [objects] is and can only be understood through its relation to other objects. This is followed by his thoughts upon seeking total knowledge is fruitless and the search for it creates delusion.

Jean Baudrillard

 I agree with seeking total knowledge as fruitless, even downright impossible. However, I perceive such empty statements as arrogant. Recently I have read an article [of which unfortunately I cannot remember where from] about Homosapien hundreds of years ago. It foretold our evolution and intellect compared to the other species at the time, specifically the Neanderthals. The Neanderthals were much superior to the Homosapien in all ways possible; physically stronger, smarter, communicate better, etc. But they did not survive. Why so? Neanderthals stopped when that have found resources that they were able to use, stopped where there was water and stayed.  We on the other by pure, stupidity--and luck-- risked countless lives to venture through bodies of water, seas and oceans. Many perished,  some reached land and were able to populate, Homosapien spread throughout the continents; Neanderthals did not, causing their downfall. Either by pure luck or of genius--probably pure luck-- we were able to survive and thrive at that. We sought what was impossible and did not stop, even today, we do not stop. All perhaps is fruitless but it's how we survive, how we thrive, we aim for the impossible.  

Besides Baudrillard's previous statements, hyperreality is another topic that he argues. Though, what is clarified is that the reality itself becomes unreal but rather when societies bring reality together the more unstable it becomes. In Baudrillards' perspective, we are living on a map rather than using a map to navigate where we live. Unsurprisingly, he's become a huge inspiration to "The Matrix" which ties into the next session that we entered. Philosophy, what does everything, what does anything mean? One of the specific topics that we encountered was the meaning of life. Are we living in a simulation? If I claim that we're living in a simulation can I ever truly be proven wrong?  This subject has reminded me of a statement that I've encountered several years ago, a book written by John Connolly, "The Gates". "Just because he hasn't been seen doesn't mean he isn't out there. This is known as an inductive argument."--quoted, chapter 4, page 31. Perfectly sums up the argument, just because it hasn't been proven doesn't mean that it's not there. The theory of a simulation can neither be proven nor unproven. Thorugh it may not be probable, it is possible. If there's a good chance that it exists, supposedly there's at least as good a chance that it doesn't exist. 

Trolley Problem

Moreover, ethics were also discussed.  I studied ethics a few months before and have created an essay about ethics and morality. It was interesting however as I was able to further prove a point that I have stated in my essay months before. In cases where such dilemmas are presented, many would freeze. Though when we were presented with the "Trolley Problem"  people did not necessarily freeze; they showed effects that many have done so when a "real" "Trolley Problem" was conducted. Many of the students gave excuses. Excuses in which they would question and alter the question in a way where they are able to manipulate the "tragedy" into no one getting hurt. Another aspect that I expected them to follow [which they did] was not doing anything; walking away seems to be common action. This takes away the responsibility of which the "safety" of another human being is concerned.

Social Morals and Human Behaviour - PDF of the essay.

Lastly, we look at Shakespeare, why was he so successful and his stories enduring. How his stories were received by his audience. For this session, beliefs of the Elizabethan era had a great impact. "The Chain of Being" was implanted in most if not all of Shakespeare's plays. The chain puts everything in accordance with its importance. At the time many believed in God, most were religious and although there may perhaps be non-religious individuals, they knew how it worked. It was a common system and a common belief of when something has been put out of place in "The Chain of Being" a disaster would occur. Such as in Hamlet where the king dies it brought about tragedy. Shakespeare made excellent use of his audience and his knowledge of social beliefs. This helped to make not only his play relatable but enjoyable as well. 

William Shakespeareare

What did Hitler think and say about Jews?

In continuing with the subject of WWII and the "Holocaust" we come to the second part of the topic; in which we look at the prominent power behind such atrocious acts. The then 'Chancellor' Adolf Hitler is known for his monumental hatred for the Jewish race. His reasons and roots of his hatred of Jews are not definite; many theories have come up with many reasons--some outlandish. Though he blamed the Jews for the defeat of Germany in the 'Great War' his reasoning is not substantial for such hatred per see. These are statements that he has given-- as quoted--

What did Hitler actually say about jews?

Quoted “ The Jews were responsible for bringing negroes into the Rhineland--” further “--Bastardising(lowering the quality of) the white race--”

Quoted “The Jews hates the white race and wants to lower its cultural level so that the Jews dominate."