Brainwashing Then
The holohoax brainwashing got into full swing immediately at the end of WW II. Within a week of the capture of Buchenwald, the famous Hollywood director Billy Wilder was in the camp making a film of propaganda lies that still circulate to this day. An 
inadvertent picture of Wilder on the set at Buchenwald is shown to the left. The film, complete with props, claimed that the Nazis made soap from the fat of (■■■■■■ only of course) prisoners, made lampshades from the skin of prisoners, and shrunk the heads of prisoners like in the Amazon. Even the holohoax establishment now admits these were all lies.
The Nazis investigated any suspected crimes in the camps, and these investigations were headed by Judge Konrad Morgen. In the course of investigating Karl Koch, the commandant at Buchenwald, for the charge of having three prisoneres killed, he also investigated reports of the ‘irregularities’ like the ones listed above and found them to be unfounded. Koch, on the other hand, was found guilty and hanged. Morgen was tortured at Nuremberg to confirm the reports of irregularites at Buchenwald but refused. See http://www.holocaustresearchproject.org/trials/konradmorgen.html
Brainwashing Now
The ■■■■ are making every effort to brainwash the US public to believe the holohoax, and holohoax education is now mandated in many states, starting in KINDERGARTEN, and continuing through all grades. The cover of the Florida manual for holohoax 
education for K-3 students is shown to the left. You can find the laws regarding holohoax education in your state at Beyond Our Walls: State Profiles on Holocaust Education
Excerpts from the truly sick Florida K-3 Holohoax Education Manual:
In the circles, write the following five words: smells, sights, touch, sounds, feelings. Ask them to write words that describe what they smell, see, touch, hear, and feel as a result of the danger. Encourage discussion after they share their sensory perceptions. Relate this information to situations where people fear for their lives, i.e. war, prejudice, violence, and abuse.
Ask students to assume the persona of an Ellis Island doctor, a translator, a new immigrant, a U.S. immigration officer, or a swindler, and tell about what they see, hear, smell, and touch at Ellis Island. … Prejudice smells like? … Also, have the students draw how they think prejudice looks, smells, and sounds.
GENERAL ACTIVITIES FOR STUDENTS
-
Tell students to divide a paper into four sections. In one section write the word “fear.” In the next section, write the word “courage.” In the third section, write the word “plan,” and in the last section, write the word “escape.” Have students brainstorm and come up with as many ideas as possible that relate to the words. Allow five minutes for each category.
-
Tell students they are to think about how they would feel if they were in a dangerous situation. Ask them to draw five circles. In the circles, write the following five words: smells, sights, touch, sounds, feelings. Ask them to write words that describe what they smell, see, touch, hear, and feel as a result of the danger. Encourage discussion after they share their sensory perceptions. Relate this information to situations where people fear for their lives, i.e. war, prejudice, violence, and abuse.
-
Ask students to assume the persona of an Ellis Island doctor, a translator, a new immigrant, a U.S. immigration officer, or a swindler, and tell about what they see, hear, smell, and touch at Ellis Island.
-
Talk about the concept of being prejudice. Have the students describe prejudice. (See Unit 1-Page 16.) Also, have the students draw how they think prejudice looks, smells, and sounds.
For many years these were described as ‘death camps’. That has all evaporated. Now, no one alleges that anyone was gassed at any camp in Germany proper. As shown on the map, now there are only six alleged ‘death camps’, and one of those, Majdanek, is likely to be removed from the list. The Nazis built 20,000 camps of various sizes, see 
the prisoner in the striped uniform is identified as a sonderkommando assisting with the selection process for new arrivals. Hoess describes the role of the Sonderkommandos - " All of the work was done by a special contingent of ■■■■■ the Sonderkommando. They had to help those who were about to die with undressing, … as well as digging the mass graves and finally, covering the graves with earth. The Sonderkommandos were critical to the operation of the shower room deception, Hoess describes the deceit in more detail - “The Sonderkommandos, who were specially chosen for this purpose, would tell them in their own language that they must leave their clothing neatly together, and above all, remember where they put them, so that they would be able to find them again quickly after delousing. The Sonderkommando had the greatest interest in seseing that the operation proceeded smoothly and quickly. After undressing the ■■■■ went into the gas chamber. The women went in first with their children, followed by the men, who were always fewer in number. This part of the operation nearly always went smoothly since the Sonderkommando would always calm those who showed anxiety or perhaps even had some clue as to their fate”
and an interview with the museum director, you can see it here 
the campy. They spent several months in the camp investigating charges by interviewing guards and prisoners. As a result the camp commandant, Karl Koch, was tried for having two prisoners killed. He was convicted and hanged. In two years, Morgen directed more than 800 investigations into crimes in the camps.
