Most Holocaust historians define the Holocaust as the enactment, between 1941 and 1945, of the German state policy to exterminate the European Jews.[a] In Teaching the Holocaust (2015), Michael Gray, a specialist in Holocaust education, offers three definitions: (a) "the persecution and murder of Jews by the Nazis and their collaborators between 1933 and 1945", which views the events of Kristallnacht in Germany in 1938 as an early phase of the Holocaust; (b) "the systematic mass murder of the Jews by the Nazi regime and its collaborators between 1941 and 1945", which acknowledges the shift in German policy in 1941 toward the extermination of the Jewish people in Europe; and (c) "the persecution and murder of various groups by the Nazi regime and its collaborators between 1933 and 1945", which includes all the Nazis' victims. The third definition fails, Gray writes, to acknowledge that only the Jewish people were singled out for annihilation.
There was one latrine for thirty to thirty-two thousand women and we were permitted to use it only at certain hours of the day. We stood in line to get in to this tiny building, knee-deep in human excrement. As we all suffered from dysentry, we could barely wait until our turn came, and soiled our ragged clothes, which never came off our bodies, thus adding to the horror of our existence by the terrible smell that surrounded us like a cloud. The latrine consisted of a deep ditch with planks thrown across it at certain intervals. We squatted on those planks like birds perched on a telegraph wire, so close together that we could not help soiling one another.
Those who arrived in Birkenau were driven out of the cattle wagons and put in rows … to this the band played, made up of the best musicians among the prisoners; they played, depending on the origins of the transport, Polish, Czech, or Hungarian folk music. The band played, the SS pummelled, and you had no time to reflect … some were forced into the camp, the others into the crematoria.
On June 6, 1944, also known as D-Day, more than 150,000 Allied soldiers landed in France. In December the Germans started an unsuccessful counterattack in Belgium and northern France, known as the Battle of the Bulge. Continuing to gain momentum, the Soviets began an offensive in January 1945, liberating western Poland and then forcing Hungary to surrender.
The Germans turned again, fighting their way north to secure the coastal ports and annihilate the trapped armies. Miraculously, the German high command called a halt to the advance. The reprieve lasted 48 hours, long enough for the British to defend Dunkirk and evacuate what they could of the Allied armies. The Germans entered Paris on June 14. In a humiliating ceremony on June 22, France signed an armistice with Germany, leaving Britain to carry on the fight alone.
What is clear is the practical implementation of this doctrine in a wide and successful range of scenarios by Guderian and other Germans during the war. From early combined-arms river crossings and penetration exploitations during the advance in France in 1940 to massive sweeping advances in Russia in 1941, Guderian showed a mastery and innovation that inspired many others. This leadership was supported and fostered by the Reichswehr General Staff system, which worked the Army to greater and greater levels of capability through massive and systematic Movement Warfare war games in the 1930s.
After the SS re-designated Plaszow as a concentration camp in August 1943, Schindler persuaded the SS to convert Emalia into a subcamp of Plaszow. In addition to the approximately 1,000 Jewish forced laborers registered as factory workers, Schindler permitted 450 Jews working in other nearby factories to live at Emalia as well. This saved them from the systematic brutality and arbitrary murder that was part of daily life in Plaszow.
In 1942, fifteen Nazi leaders met at a conference in Wannsee, Germany to discuss the “Jewish Question”. Their job was to decide the most efficient way to exterminate the Jews. They decided that Jews would be sent to extermination camps where they would be sent to showers. But instead of water coming out of the faucet, they faced their death when poisonous Zyklon-B gas leaked through the showerheads to suffocate them. This decision at the conference is called the “Final Solution.”
^ Many of the German participants of Operation Citadel made no mention of blitzkrieg in their characterisation of the operation. Several German officers and commanders involved in the operation wrote their account of the battle after the war, and some of these postwar accounts were collected by the US Army. Some of these officers are: Theodor Busse (Newton 2002, pp. 3–27), Erhard Raus (Newton 2002, pp. 29–64), Friedrich Fangohr (Newton 2002, pp. 65–96), Peter von der Groeben (Newton 2002, pp. 97–144), Friedrich Wilhelm von Mellenthin (Mellenthin 1956, pp. 212–234), Erich von Manstein (Manstein 1983, pp. 443–449), and others.
Thirty-three years after dropping out of college, Spielberg finally received a BA in Film and Video Production from his newly minted alma mater, Cal State Long Beach, in 2002. The director re-enrolled in secret, and gained his remaining credits by writing essays and submitting projects under a pseudonym. In order to pass a film course, he submitted Schindler’s List as his student project. Spielberg describes the time gap between leaving school and earning his degree as his “longest post-production schedule.”
Dunin-Wasowicz, Krzysztof (1980). "Forced Labor and Sabotage in the Nazi Concentration Camps". In Gutman, Yisrael; Saf, Avital. The Nazi concentration Camps: Structure and Aims, the Image of the Prisoner, the Jews in the Camps: Proceedings of the Fourth Yad Vashem International Historical Conference, Jerusalem, January 1980. Jerusalem: Yad Vashem. pp. 133–142.