Shoah and Experience is a collection of essays offering important insights on the nature of Holocaust education with implications for Holocaust education development for future generations, in Israel and worldwide. Special attention is given to the evolving nature of contemporary multimedia society in which youth are inundated with stimuli of all kinds. Hence, consideration is given to the incorporation of multidimensional aspects of learning and experience in Holocaust education in order to enhance students' understanding on cognitive, emotional and moral levels. This book will help Holocaust educators and curriculum developers to design Holocaust education and attune it to the nature and the needs of the current generation. It is intended to prepare educators to initiate and lead programs and encounters designed to teach today's youth about the Holocaust from multiple perspectives.

Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people's understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

This book analyses four case studies of Holocaust memory activism in Poland, contextualized within recent debates about Polish-Jewish relations and approached through a theoretical framework informed by critical theory. Three cases are advocacy groups, each located in a different region of Poland-Lublin, Krakow, and Sejny-and each group is presented with attention to the local context and specific dynamics of its vision and strategy. The fourth case study is the state, which has emerged as a powerful memory actor. Using research based on extensive fieldwork, including interviews and direct observation, the author argues that memory activism must grapple with emotional attachments to identity if it is to move beyond a reconciliation paradigm. Drawing on works from semiotics and critical trauma studies, the volume analyzes the assumptions each memory actor makes about three dimensions of Holocaust memory: 1) the relationship of the individual to Polish national identity; 2) the possibility of a reconciled Polish-Jewish history; and 3) the assignment of traumatic suffering to a particular group or event.

This book follows Chagall's life through his art and his understanding of the role of the artist as a political being. It takes the reader through the different milieus of the nineteenth and twentieth centuries - including the World Wars and the Holocaust - to present a unique understanding of Chagall's artistic vision of peace in an age of extremes. At a time when all identities are being subsumed into a "national" identity, this book makes the case for a larger understanding of art as a way of transcending materiality. The volume explores how Platonic notions of truth, goodness, and beauty are linked and mutually illuminating in Chagall's work. A "spiritual-humanist" interpretation of his life and work renders Chagall's opus more transparent and accessible to the general reader. It will be essential reading for students of art and art history, political philosophy, political science, and peace studies.

In December 2013, after years of exhaustive search, the U.S. Holocaust Memorial Museum received more than four hundred pages of diary notes written by one of the most prominent Nazis, the Party's chief ideologue and Reich minister for the occupied Soviet territories Alfred Rosenberg. By combining Rosenberg's diary notes with additional key documents and in-depth analysis, this book shows Rosenberg's crucial role in the Nazi regime's anti-Jewish policy. In the second half of 1941 the territory administered by Rosenberg became the region where the mass murder of Jewish men, women, and children first became a systematic pattern. Indeed, months before the emergence of German death camps in Poland, Nazi leaders perceived the occupied Soviet Union as the area where the "final solution of the Jewish question" could be executed on a European scale. Covering almost the entire duration of the Third Reich, these previously inaccessible sources throw new light on the thoughts and actions of the leading men around Hitler during critical junctures that led to war, genocide, and Nazi Germany's final defeat.

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

This volume provides for the first time a collection of writing that investigates the stories and struggles of survivors in the context of the Jewish resort culture of the Catskills, through new and existing works of fiction and memoir by writers who spent their youths there. It explores how vacationers, resort owners, and workers dealt with a horrific contradiction - the pleasure of their summer haven against the mass extermination of Jews throughout Europe. It also examines the character of Holocaust survivors in the Catskills: in what ways did they people find connection, resolution to conflict, and avenues to come together despite the experiences that set them apart? The book will be useful to those studying Jewish, American, or New York history, the Holocaust and Catskills legacy, United States immigration, American literature, and American culture. The focus on themes of nostalgia, humor, loss, and sexuality will draw general readers as well.

During the last few decades there has been a growing recognition of the great role that remembering and collective memory play in forming the historical awareness. In addition, the dominant national form of history writing also met some challenges on the side of a transnational approach to the past. In A Nation Divided by History and Memory, a prominent Hungarian historian sheds light on how Hungary's historical image has become split as a consequence of the differences between the historian's conceptualisation of national history and its diverse representations in personal and collective memory. The book focuses on the shocking experiences and the intense memorial reactions generated by a few key historical events and the way in which they have been interpreted by the historical scholarship. The argument of A Nation Divided by History and Memory is placed into the context of an international historical discourse. This pioneering work is essential and enlightening reading for all historians, many sociologists, political scientists, social psychologists and university students.

Nazis, fascists and voelkisch conservatives in different European countries not only cooperated internationally in the fields of culture, science, economy, and persecution of Jews, but also developed ideas for a racist and ethno-nationalist Europe under Hitler. The present volume attempts to combine an analysis of Nazi Germany's transnational relations with an evaluation of the discourse that accompanied these relations.

A widely celebrated intellectual historian of twentieth-century Europe, Anson Rabinbach is one of the most important scholars of National Socialism working over the last forty years. This volume collects, for the first time, his pathbreaking work on Nazi culture, antifascism, and the after-effects of Nazism on postwar German and European culture. Historically detailed and theoretically sophisticated, his essays span the aesthetics of production, messianic and popular claims, the ethos that Nazism demanded of its adherents, the brilliant and sometimes successful efforts of antifascist intellectuals to counter Hitler's rise, the most significant concepts to emerge out of the 1930s and 1940s for understanding European authoritarianism, the major controversies around Nazism that took place after the regime's demise, the philosophical claims of postwar philosophers, sociologists and psychoanalysts-from Theodor Adorno to Hannah Arendt and from Alexander Kluge to Klaus Theweleit-and the role of Auschwitz in European history.

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes - the UCL Centre for Holocaust Education's What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre's wider work to reflect on the forms and the limitations of children's knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England's wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education's findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

This book analyses the portrayals of the Holocaust in newspaper cartoons, educational pamphlets, short stories and graphic novels. Focusing on recognised and lesser-known illustrators from Europe and beyond, the volume looks at autobiographical and fictional accounts and seeks to paint a broader picture of Holocaust comic strips from the 1940s to the present. The book shows that the genre is a capacious one, not only dealing with the killing of millions of Jews but also with Jewish lives in war-torn Europe, the personal and transgenerational memory of the Second World War and the wider national and transnational legacies of the Shoah. The chapters in this collection point to the aesthetic diversity of the genre which uses figurative and allegorical representation, as well as applying different stylistics, from realism to fantasy. Finally, the contributions to this volume show new developments in comic books and graphic novels on the Holocaust, including the rise of alternative publications, aimed at the adult reader, and the emergence of state-funded educational comics written with young readers in mind. This book was originally published as a special issue of the Journal of Modern Jewish Studies.

Before the Nazis took power, Jewish businesspeople in Berlin thrived alongside their non-Jewish neighbors. But Nazi racism changed that, gradually destroying Jewish businesses before murdering the Jews themselves. Reconstructing the fate of more than 8,000 companies, this book offers the first comprehensive analysis of Jewish economic activity and its obliteration. Rather than just examining the steps taken by the persecutors, it also tells the stories of Jewish strategies in countering the effects of persecution. In doing so, this book exposes a fascinating paradox where Berlin, serving as the administrative heart of the Third Reich, was also the site of a dense network for Jewish self-help and assertion.

This volume is a brief history of the Jewish community of Volodymyr-Volynsky, going back to its first historical mentions. It explores Jewish settlement in the city, the kahal, and the role of the community in the Va'ad Arba Aratsot, and profiles several important historical figures, including Shelomoh of Karlin and Khane-Rokhl Werbermacher (the Maiden of Ludmir). It also considers the city's synagogues and Jewish cemetery, and explores the twentieth-century history of the community, especially during the Holocaust. Drawing on survivor eyewitness testimonies, the author pays tribute to the town's Righteous among the Nations and describes efforts to preserve the memory of its Jewish community, including the creation of the Piatydni memorial, and lists prominent Jews born in Volodymyr-Volynsky and natives of the city living abroad. This book will be of interest to historians of the Jewish communities and the Holocaust in Ukraine, as well as to the general reader

From interpretations of the Holocaust to fascist thought and anti-fascists' responses, and the problems of memorializing this difficult past, this essay collection tackles topics which are rarely studied in conjunction. As well as historical analyses of fascist and anti-fascist thinking, Stone analyses the challenges involved in writing history in general and Holocaust historiography in particular. Following an introductory essay on 'history and its discontents', the wide-ranging chapters deal with individual thinkers of very different sorts, such as Hannah Arendt, Rolf Gardiner, Jules Monnerot and Saul Friedlander, movements such as interwar rural revivalism, the contested translation of Mein Kampf, emigre anti-fascists' writings, and the relationship between memory and history, especially with respect to atrocities like genocide. This unique collection of essays on a wide variety of topics contributes to understanding the roots and consequences of mid-twentieth-century Europe's great catastrophe.

The Holocaust is an attempt to explain the inexplicable - the systematic murder of millions of Europe's Jews by the Nazis and their collaborators during the Second World War. It includes facsimile documents that have been carefully selected to remind readers that the horrifying statistics represent not numbers but people. This illustrated volume describes Jewish life before the spread of Nazism in Europe and Nazi ideologies. The author discusses the mass murder, the death camps such as Auschwitz, the perpetrators, the witnesses, the escapees, the refugee havens and the 10,000 Kindertransport youngsters who were given safe haven in Britain. The Holocaust records stories of resistance and acts of heroism, and tells us of the survivors and those who risked their lives to save the Jews. Finally, it describes the liberation of the camps, the resettlement of the Jews and how the events are remembered now. Published in partnership with the Memorial de la Shoah, which contains the biggest collection of documents on the subject in Europe and is dedicated to preserving the memory of the Holocaust and educating future generations.

During a 1931 trial of four Nazi stormtroopers, known as the Eden Dance Palace trial, Hans Litten grilled Hitler in a brilliant and merciless three-hour cross-examination, forcing him into multiple contradictions and evasions and finally reducing him to helpless and humiliating rage (the transcription of Hitler's full testimony is included.) At the time, Hitler was still trying to prove his embrace of legal methods, and distancing himself from his stormtroopers. The courageous Litten revealed his true intentions, and in the process, posed a real threat to Nazi ambition.
When the Nazis seized power two years after the trial, friends and family urged Litten to flee the country. He stayed and was sent to the concentration camps, where he worked on translations of medieval German poetry, shared the money and food he was sent by his wealthy family, and taught working-class inmates about art and literature. When Jewish prisoners at Dachau were locked in their barracks for weeks at a time, Litten kept them sane by reciting great works from memory. After five years of torture and hard labor-and a daring escape that failed-Litten gave up hope of survival. His story was ultimately tragic but, as Benjamin Hett writes in this gripping narrative, it is also redemptive. "It is a story of human nobility in the face of barbarism."
The first full-length biography of Litten, the book also explores the turbulent years of the Weimar Republic and the terror of Nazi rule in Germany after 1933. [in sidebar] Winner of the 2007 Fraenkel Prize for outstanding work of contemporary history, in manuscript. To be published throughout the world.

Hitler and Nazi Germany: A History is a brief but comprehensive survey of the Third Reich based on current research findings that provides a balanced approach to the study of Hitler's role in the history of the Third Reich. The book considers the economic, social, and political forces that made possible the rise and development of Nazism; the institutional, cultural, and social life of the Third Reich; World War II; and the Holocaust. World War II and the Holocaust are presented as logical outcomes of the ideology of Hitler and the Nazi movement. This new edition contains more information on the Kaiserreich (Imperial Germany), as well as Nazi complicity in the Reichstag Fire and increased discussion of consent and dissent during the Nazi attempt to create the ideal Volksgemeinschaft (people's community). It takes a greater focus on the experiences of ordinary bystanders, perpetrators, and victims throughout the text, includes more discussion of race and space, and the final chapter has been completely revised. Fully updated, the book ensures that students gain a complete and thorough picture of the period and issues. Supported by maps, images, and thoroughly updated bibliographies that offer further reading suggestions for students to take their study further, the book offers the perfect overview of Hitler and the Third Reich.

Talking about the Holocaust has provided an international language for ethics, victimization, political claims, and constructions of collective identity. As part of a worldwide vocabulary, that language helps set the tenor of the era of globalization. This volume addresses manifestations of Holocaust-engendered global discourse by critically examining their function and inherent dilemmas, and the ways in which Holocaust-related matters still instigate public debate and academic deliberation. It contends that the contradiction between the totalizing logic of globalization and the assumed uniqueness of the Holocaust generates continued intellectual and practical discontent.

This interdisciplinary collection of primary and secondary readings encourages scholars and students to engage critically with current debates about the origins, implementation and postwar interpretation of the Holocaust.
Interdisciplinary content encourages students to engage with philosophical, political, cultural and literary debate as well as historiographical issues.
Integrates oral histories and testimonies from both victims and perpetrators, including Jewish council leaders, victims of ghettos and camps, SS officials and German soldiers.
Subsections can be used as the basis for oral or written exercises.
Whole articles or substantial extracts are included wherever possible.

Catastrophic scenarios dominate our contemporary mindset. Catastrophic events and predictions have spurred new interest in re-examining the history of earlier disasters and the social and conceptual resources they have mobilized. The essays gathered in this volume reconsider the history and theory of different catastrophes and their aftermath. The emphasis is on the need to distance this process of reconsideration from previous teleological representations of catastrophes as an endpoint, and to begin considering their "operative" aspects, which unmask the nature of social and political structures. Among the essays in this volume are analyses, by leading scholars in their respective fields, concerning the role of catastrophes in theology, in the history of industrial accidents, in theory of history, in the history of law, in "catastrophe films", in the history of cybernetics, in post-Holocaust discussions of reparations, and in climate change.

Empathy and the Historical Understanding of the Human Past is a comprehensive consideration of the role of empathy in historical knowledge, informed by the literature on empathy in fields including history, psychoanalysis, psychology, neuroscience, philosophy, and sociology. The book seeks to raise the consciousness of historians about empathy, by introducing them to the history of the concept and to its status in fields outside of history. It also seeks to raise the self-consciousness of historians about their use of empathy to know and understand past people. Defining empathy as thinking and feeling, as imagining, one's way inside the experience of others in order to know and understand them, Thomas A. Kohut distinguishes between the external and the empathic observational position, the position of the historical subject. He argues that historians need to be aware of their observational position, of when they are empathizing and when they are not. Indeed, Kohut advocates for the deliberate, self-reflective use of empathy as a legitimate and important mode of historical inquiry. Insightful, cogent, and interdisciplinary, the book will be essential for historians, students of history, and psychoanalysts, as well as those in other fields who seek to seek to know and understand human beings.