Covering Western and Eastern Europe, this book looks at the Holocaust on the local level. It compares and contrasts the behaviour and attitude of neighbours in the face of the Holocaust. Topics covered include deportation programmes, relations between Jews and Gentiles, violence against Jews, perceptions of Jewish persecution, and reports of the Holocaust in the Jewish and non-Jewish press.

"Jewish Volunteers, the International Brigades and the Spanish Civil War" discusses the participation of volunteers of Jewish descent in the International Brigades during the Spanish Civil War. It focuses in particular on the establishment of the Naftali Botwin Company, a Jewish military unit that was created in the Polish Dombrowski Brigade. Its formation and short-lived history on the battlefield were closely connected to the activities and propaganda of Yiddish-speaking Jewish migrant communists in Paris who described Jewish volunteers as 'Chosen Fighters of the Jewish People' in their daily newspaper "Naye Prese."Gerben Zaagsma analyses the symbolic meaning of the participation of Jewish volunteers and the Botwin Company both during and after the civil war. He puts this participation in the broader context of Jewish involvement in the left and Jewish/non-Jewish relations in the communist movement and beyond. To this end, the book examines representations of Jewish volunteers in the Parisian Yiddish press (both communist and non-communist). In addition it analyses the various ways in which Jewish volunteers and the Botwin Company have been commemorated after WWII, tracing how discourses about Jewish volunteers became decisively shaped by post-Holocaust debates on Jewish responses to fascism and Nazism, and discusses claims that Jewish volunteers can be seen as 'the first Jews to resist Hitler with arms'.

If we expose students to a study of human suffering, we have a responsibility to guide them through it. But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

These essays, written in the course of half a century of research and thought on German and Jewish history, deal with the uniqueness of a phenomenon in its historical and philosophical context. Applying the "classical" empirical tools to this unprecedented historical chapter, Kulka strives to incorporate it into the continuum of Jewish and universal history. At the same time he endeavors to fathom the meaning of the ideologically motivated mass murder and incalculable suffering. The author presents a multifaceted, integrative history, encompassing the German society, its attitudes toward the Jews and toward the anti-Jewish policy of the Nazi regime; as well as the Jewish society, its self-perception and its leadership.

In August 1945 Great Britain, France, the USSR, and the United States established a tribunal at Nuremberg to try military and civilian leaders of the Nazi regime. G. M. Gilbert, the prison psychologist, had an unrivaled firsthand opportunity to watch and question the Nazi war criminals. With scientific dispassion he encouraged Goeering, Speer, Hess, Ribbentrop, Frank, Jodl, Keitel, Streicher, and the others to reveal their innermost thoughts. In the process Gilbert exposed what motivated them to create the distorted Aryan utopia and the nightmarish worlds of Auschwitz, Dachau, and Buchenwald. Here are their day-to-day reactions to the trial proceedings their off-the-record opinions of Hitler, the Third Reich, and each other their views on slave labour, death camps, and the Jews their testimony, feuds, and desperate maneuverings to dissociate themselves from the Third Reich's defeat and Nazi guilt. Dr. Gilbert's thorough knowledge of German, deliberately informal approach, and complete freedom of access at all times to the defendants give his spellbinding, chilling study an intimacy and insight that remains unequaled.

Originally published in 1997, Bacskai's powerful ethnography portrays the political, religious, and individual forces that came to bear on the Orthodox Jewish tradition as it struggled for survival in the aftermath of the Holocaust in Hungary. Jews who returned to their homes eagerly reestablished their close-knit community lives. However, they were greeted with hostility and faced daily prejudice. Following the fall of Hungarian democracy, the number of Orthodox Jewish congregations dramatically decreased. Those who remained struggled to combat antisemitism and antizionism. It is these individuals, the bearers of the Orthodox Jewish tradition, whom Bacskai celebrates and gives voice to in One Step toward Jerusalem. Through detailed interviews and intimate profiles, Bacskai narrates the individual stories of survival and the collective story of Jews struggling to maintain a community despite significant resistance.

From twins torn away from their family and separated, to a girl shut in a basement, maltreated and malnourished, the world of Jewish children who were hidden from the Nazis during the Holocaust becomes painfully clear in this volume. Psychiatrist Bluglass presents interviews with 15 adults who avoided execution in their childhoods thanks to being hidden by Christians, all of whom have since developed remarkably positive lives. All are stable, healthy, intelligent, and share a surprising sense of humor. Together, they show a profound ability to recover and thrive--an unexpected resilience. That their adjustment with such positive outcomes was possible after such harsh childhood experiences challenges a popular perception that inevitable physical and psychological damage ensues such adversity. Their stories offer new optimism, hope and grounds for research that may help traumatized children of today, and of the future, become more resilient. The book's core consists of these remarkable survivors' narratives, told in their own words. Also included are childhood and current pictures of each survivor, a list naming their rescuers (people who hid them), and a detailed bibliography.

The memoir of Helen Weinberg depicts the plight of a young woman who hailed from Kremenitz, Poland. Separated from her family during World War Two, she was imprisoned, beaten, starved and tortured. This story is told using her own words from stories, essays and poetry translated from Yiddish and Polish, and serve as a guide through the different periods of her life. The pen and paper were her catharsis for the emotional torture she endured and provide a window into her soul. PRAISE FOR WHITE ANGEL "This book is a wonderful tribute to the multifaceted life of an extraordinary grandmother. Written by P'nina Seplowitz with great respect and much love, it traces the story of a woman who was exposed to the most horrific manifestations of human cruelty and who emerged with powerful strength to create a new world, who responded to the assault of death with an outpouring of life. The book is warm, touching and beautifully written; it will inspire its readers, young and not so young alike." - RABBI JACOB J. SCHACTER, Yeshiva University "White Angel is a thought provoking work of Holocaust literature. Helen Weinberg's remarkable story elicits the sorrowful burden of a broken nation and the glimmer of hope that existed with the establishment of the State of Israel. White Angel is an essential staple for any home or school." - RABBI DOV LIPMAN, Member Israeli Knesset "P'nina Seplowitz does a terrific job of telling an inspirational, yet tragic story, through the eyes of her heroic grandmother. This book is a must read for all those looking to be inspired by the strength of the human spirit." - RABBI STEVEN BURG, Simon Wiesenthal Center

What was the role played by local police volunteers in the Holocaust? Using eye witness descriptions from the towns and villages of Belorussia and Ukraine, this text reveals local policemen as hands on collaborators of the Nazis. They brutally drove Jewish neighbours from their homes and guarded them closely on the way to their deaths. Some distinguished themselves as ruthless murderers. Outnumbering German police manpower in these areas, the local police were the foot soldiers of the Holocaust in the east.

During the 1990s and early 2000s in Europe, more than fifty historical commissions were created to confront, discuss, and document the genocide of the Holocaust and to address some of its unresolved injustices.Amending the Past offers the first in-depth account of these commissions, examining the complexities of reckoning with past atrocities and large-scale human rights violations. Alexander Karn analyzes more than a dozen Holocaust commissions-in Germany, Switzerland, France, Poland, Austria, Latvia, Lithuania, and elsewhere- in a comparative framework, situating each in the context of past and present politics, to evaluate their potential for promoting justice and their capacity for bringing the perspectives of rival groups more closely together. Karn also evaluates the media coverage these commissions received and probes their public reception from multiple angles. Arguing that historical commissions have been underused as a tool for conflict management, Karn develops a program for historical mediation and moral reparation that can deepen democratic commitment and strengthen human rights in both transitional regimes and existing liberal states.

Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.>

The Holocaust continues to be a defining event for understanding not only the course of history during the 20th century but the course of human events in general. Perhaps the most contentious issue is that of how the Holocaust continues to be understood, explained, and appropriated. The chapters focus on questions arising from the Holocaust and that have to do with the American understandings of the interrelated web of history, religion, and meaning. In addition, the contributors, from a variety of disciplines, express views that range across several dimensions of receptivity and both support and challenge other views of how the Holocaust should be commemorated and/or historically situated.

The chapters included in this volume demonstrate that the ongoing rethinking and integrating of memories and questions from and on the Holocaust result in ever-new ethical orientations and demands that continue to affect religious praxis and the work of historians. They deal both explicitly and implicitly with how the Holocaust has been understood or misunderstood. The contributors write from across the disciplinary boundaries of philosophy, theology, history, aesthetics, and political science and raise important ethical issues while providing fresh perspectives from both established and emerging scholars. This unique, cross-disciplinary approach is an essential addition to the literature on the Holocaust.

Shaping the minds of the future generation was pivotal to the Nazi regime in order to ensure the continuing success of the Third Reich. Through the curriculum, the elite schools and youth groups, the Third Reich waged a war for the minds of the young. Hitler understood the importance of education in creating self-identity, inculcating national pride, promoting 'racial purity' and building loyalty. Education in Nazi Germany examines how Nazism took shape in the classroom via school textbook policy, physical education and lessons on Nationalist Socialist heroes and anti-Semitism. Offering a compelling new analysis of Nazi educational policy, this book brings to the forefront an often-overlooked aspect of the Third Reich.