Josef Rosin's "Preserving Our Litvak Heritage" is a monumental work documenting the history of 31 Jewish communities in Lithuanaia from their inception to their total destruction in 1941 at the hands of the Nazis and their Lithuania helpers. Rosin gathered his material from traditional sources, archives, public records, and remembrance books. He has enriched and enhanced the entry for each community with personal memoirs and contributions from widely dispersed survivors who opened family albums and shared treasured photographs of family and friends. He made use of sources originally written in Hebrew, Yiddish, Lithuanian, German and Russian. In over 700 pages, Rosin documents each community from its beginning until World War I, through the years of Independent Lithuania (1918-1940), and finally during the indescribable Nazi annihilation of nearly all of Lithuanian Jewry. Most impressive is the record of cultural richness, the important town personalities, the welfare institutions, the glorious Hebrew educational system of the Tarbuth elementary schools and the Yavneh high schools, the world famous Telz and Ponevezh Yeshivoth (in the towns of Telsiai and Panevezys), the Yiddish press and other significant events of the period. Rosin has provided a documentary and a testament to once vibrant communities almost totally destroyed but which come alive again in the pages of this book. 736 page, Hard Cover. List of towns included in the book: Alite Birzh Yurburg Koshedar Kopcheve Memel Naishtot Kibart Lazdey Ligum Mariampol Meretch Ponevezh Pikvishok Pren Shaki Salant Serey Shat Stoklishok Sudarg Tavrig Taragin Telzh Utyan Aran Vishey Vilkovishk Verzhbelov Zheiml Naishtot Tavrig 786 page, Hard Cover

"The Oryx Holocaust Sourcebook" provides a comprehensive selection of high quality resources in the field of Holocaust studies. The "Sourcebook's" 17 chapters cover general reference works; narrative histories; monographs in the social sciences; fiction, drama, and poetry; books for children and young adults; periodicals; primary sources; electronic resources in various formats; audiovisual materials; photographs; music; film and video; educational and teaching materials; and information on organizations, museums, and memorials. In addition, each chapter begins with a concise overview essay. The book also includes a preface, and index, and an appendix listing general distributors and vendors of Holocaust materials.

Drawn from a wide array of scholarly disciplines ranging across the humanities and social sciences, the items included in each chapter were selected using the following criteria: (1) current availability for use or purchase; (2) availability in English, unless a non-English item was too significant to exclude; (3) scholarly legitimacy, meaning it is recognized as a work of authentic scholarship that contributes to advancement of knowledge in the field; (4) relationship to topical categories for study of the Holocaust as noted in the Curriculum Guidelines of the Association of Holocaust Organizations, as listed in major bibliographic works, and as used as topics in the contents of Holocaust and Genocide Studies, the leading journal in the field; and, (5) in the case of online resources (Internet sites), adherence to standards of scholarly documentation established by learned societies or recognized by reputable scholarly institutions, as well as the display of accurate and credible content about the Holocaust drawn from reputable scholarship.

The end of the Second World War in Europe gave way to a gigantic refugee crisis. Thoroughly prepared by Allied military planners, the swift repatriation of millions of former forced laborers, concentration camp inmates and prisoners of war nearly brought this dramatic episode top a close. Yet in September 1945, the number of displaced persons placed under the guardianship of Allied armies and relief agencies in occupied Germany amounted to 1.5 million. A costly burden for the occupying powers, the Jewish, Polish, Ukrainian, Yugoslav and Baltic DPs unwilling to return to their countries of origin presented a complex international problem. Massed in refugee camps stretched from Northern Germany to Sicily, the DPs had become long-term asylum seekers.
Based on the records of the International Refugee Organization, this book describes how the European DP crisis impinged on the shape of the postwar order. The DP question directly affected the outbreak of the Cold War; the transformation of the "West" into a new geopolitical entity; the conduct of political purges and retribution; the ideology and methods of modern humanitarian interventions; the appearance of international agencies and non-governmental organizations; the emergence of an international human rights system; the organization of migration movements and the redistribution of "surplus populations"; the advent of Jewish nationhood; and postwar categorizations of political and humanitarian refugees.

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.

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.

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

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.

Thousands of young Jews were orphaned by the Nazi genocide in the German-occupied Soviet Union and struggled for survival on their own. This book weaves together oral histories, video testimonies, and memoirs produced in the former Soviet Union to show how the first generation of Soviet Jews, born after the foundation of the USSR, experienced the Nazi genocide and how they remember it in a context of social change following the dissolution of the USSR in 1991. The 1930s, a period when the notion interethnic solidarity and social equality were promoted and a partly lived reality, were formative for a cohort of young Jews. Soviet policies of the time established a powerful framework for the ways in which survivors of the genocide understood, survived, and represent their experience of violence and displacement. The book demonstrates that the young Soviet Jews' struggle for survival, and its memory, was shaped by interethnic relationships within the occupied society, German annihilation policy, and Soviet efforts to construct a patriotic unity of the Soviet population. Age and gender were crucial factors for experiencing, surviving, and remembering the Nazi genocide in Soviet territories, an element that Anika Walke emphasizes by investigating the individual and collective efforts to save peoples' lives, in hiding places and partisan formations, and how these efforts were subsequently erased in the construction of the Soviet war portrayal. Pioneers and Partisans demonstrates how the Holocaust unfolded in the German-occupied Soviet territories and how Soviet citizens responded to it. The book does this work through oral histories of atrocities and survival during the German occupation in Minsk and a number of small towns in Eastern Belorussia such as Shchedrin, Slavnoe, Zhlobin, and Shklov. Following particular individuals' stories, framed within the broader historical and cultural context, this book tells of repeated transformations of identity, from Soviet citizen in the prewar years, to a target of genocidal violence during the war, to barely accepted national minority in the postwar Soviet Union.

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.

This book explores the subject of genocide through key debates and case studies. It analyses the dynamics of genocide - the processes and mechanisms of acts committed with the intention of destroying, in whole or in part, a national, ethnic, religious or racial group - in order to shed light upon its origins, characteristics and consequences. Debating Genocide begins with an introduction to the concept of genocide. It then examines the colonial genocides at the end of the 19th- and start of the 20th-centuries; the Armenian Genocide of 1915-16; the Nazi 'Final Solution'; the Nazi genocide of the Gypsies; mass murder in Cambodia under the Khmer Rouge; the genocides in the 1990s in the former Yugoslavia and Rwanda; and the genocide in Sudan in the early 21st century. It also includes a thematic chapter which covers gender and genocide, as well as issues of memory and memorialisation. Finally, the book considers how genocides end, as well as the questions of resolution and denial, with Lisa Pine examining the debates around prediction and prevention and the R2P (Responsibility to Protect) initiative. This book is crucial for any students wanting to understand why genocides have occurred, why they still occur and what the key historical discussions around this subject entail.

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.