Based on years of archival research, ‘The Doctors of the Warsaw Ghetto’ is the most detailed study ever undertaken into the fate of more than 800 Jewish doctors who devoted themselves, in many cases until the day they died, to the care of the sick and the dying in the Ghetto. The functioning of the Ghetto hospitals, clinics and laboratories is explained in fascinating detail. Readers will learn about the ground-breaking research undertaken in the Ghetto as well as about the underground medical university that prepared hundreds of students for a career in medicine; a career that, in most cases, was to be cut brutally short within weeks of them completing their first year of studies.

The German invasion of Poland in 1939 gave the Nazis the opportunity to implement their master plan to eliminate Europe's Jews. Part of the plan encompassed confining the Jews in a restricted area of Warsaw to make their survival difficult, followed by mass transportation of survivors to concentration camps, where they were killed. The Jews in the Warsaw Ghetto did not go quietly to their deaths but engaged in armed resistance. This riveting volume describes the ghetto's daily life--the people's extraordinary efforts to survive under horrendous circumstances--and the events that led to the uprising and the ghetto's 1943 destruction.

This is the first attempt to explain how Jewish doctors survived extreme adversity in Auschwitz where death could occur at any moment. The ordinary Jewish slave labourer survived an average of fifteen weeks. Ross Halpin discovers that Jewish doctors survived an average of twenty months, many under the same horrendous conditions as ordinary prisoners. Despite their status as privileged prisoners Jewish doctors starved, froze, were beaten to death and executed. Many Holocaust survivors attest that luck, God and miracles were their saviors. The author suggests that surviving Auschwitz was far more complex. Interweaving the stories of Jewish doctors before and during the Holocaust Halpin develops a model that explains the anatomy of survival. According to his model the genesis of survival of extreme adversity is the will to live which must be accompanied by the necessities of life, specific personal traits and defence mechanisms. For survival all four must co-exist.

During World War II, the Germans put the Jews in Nazi-occupied Poland into ghettos which restricted their movement and, most crucially for their survival, access to food. The Germans saw the Jews as 'useless eaters,' and denied them sufficient food for survival. The hunger which resulted from this intentional starvation impacted every aspect of Jewish life inside the ghettos. This book focuses on the Jews in the Łódź, Warsaw, and Kraków ghettos as they struggled to survive the deadly Nazi ghetto and, in particular, the genocidal famine conditions. Jews had no control over Nazi food policy but they attempted to survive the deadly conditions of Nazi ghettoization through a range of coping mechanisms and survival strategies. In this book, Helene Sinnreich explores their story, drawing from diaries and first-hand accounts of the victims and survivors. This title is also available as Open Access on Cambridge Core.

Is ‘Jewish medicine’ a valid historical category? Does it represent a collective constituted by the interplay of medical, ethnic and religious cultures? Integrating academic disciplines from medical history to philology and Jewish studies, this book aims at answering this question historically by presenting comprehensive coverage of Jewish medical traditions in Central Eastern Europe, mostly on what is today Poland and Germany (and the former Russian, Prussian and Austro-Hungarian Empires). In this significant zone of ethnic, religious and cultural interaction, Jewish, Polish, and German traditions and communities were more entangled, and identities were shared to an extent greater than anywhere else. Starting with early modern times and the Enlightenment, through the 19th century, up until the horrors of medicine in the ghettos and concentration camps, the book collects a variety of perspectives on the question of how Judaism and Jewish culture were dynamically related to medicine and healthcare. It discusses the Halachic traditions, hygiene-related stereotypes, the organization of healthcare within specified communities, academic careers, hybrid medical identities, and diversified medical practices.

Paths to Teaching the Holocaust edited by Tibbi Duboys is an important new book. It offers contributions by childhood, middle and secondary teacher educators from various regions and universities in the continental United States. The array of material is a strength of this unique book.

“Thought-provoking…[Allen] writes without sanctimony and never simplifies the people in his book or the moral issues his story inevitably raises." —Wall Street Journal Few diseases are more gruesome than typhus. Transmitted by body lice, it afflicts the dispossessed—refugees, soldiers, and ghettoized peoples—causing hallucinations, terrible headaches, boiling fever, and often death. The disease plagued the German army on the Eastern Front and left the Reich desperate for a vaccine. For this they turned to the brilliant and eccentric Polish zoologist Rudolf Weigl. In the 1920s, Weigl had created the first typhus vaccine using a method as bold as it was dangerous for its use of living human subjects. The astonishing success of Weigl’s techniques attracted the attention and admiration of the world—giving him cover during the Nazi’s violent occupation of Lviv. His lab soon flourished as a hotbed of resistance. Weigl hired otherwise doomed mathematicians, writers, doctors, and other thinkers, protecting them from atrocity. The team engaged in a sabotage campaign by sending illegal doses of the vaccine into the Polish ghettos while shipping gallons of the weakened serum to the Wehrmacht. Among the scientists saved by Weigl, who was a Christian, was a gifted Jewish immunologist named Ludwik Fleck. Condemned to Buchenwald and pressured to re-create the typhus vaccine under the direction of a sadistic Nazi doctor, Erwin Ding-Schuler, Fleck had to make an awful choice between his scientific ideals or the truth of his conscience. In risking his life to carry out a dramatic subterfuge to vaccinate the camp’s most endangered prisoners, Fleck performed an act of great heroism. Drawing on extensive research and interviews with survivors, Arthur Allen tells the harrowing story of two brave scientists—a Christian and a Jew— who put their expertise to the best possible use, at the highest personal danger.

The Zionist pedagogical narrative reproduced in schoolbooks views the migration of Jews to Israel as the felicitous conclusion of the journey from the Holocaust to the Resurrection. It negates all forms of diasporic Jewish life and culture and ignores the history of Palestine during the 2000-year-long Jewish “exile.” This narrative otherizes three main groups vis-à-vis whom Israeliness is constituted: Holocaust victims, who are presented in a traumatizing manner as the stateless and therefore persecuted Jews “we” refuse but might become again if “we” lose control over Palestinian Arabs, who constitute the second group of “others.” Palestinians are racialized, demonized, and portrayed as “our” potential exterminators. The third group of “others” comprises non-European (Mizrahi and Ethiopian) Jews. They are described as backward people who lack history or culture and must undergo constant acculturation to fit into Israel’s “Western” society. Thus, a rhetoric of victimhood and power evolves, and a nationalistic interpretation of the “never again” imperative is inculcated, justifying the Occupation and oppression of Palestinians and the marginalization of non-European Jews. This rhetoric is conveyed multimodally through discourse, genres, and visual elements. The present study, which advocates a multidirectional memory, proposes an alternative Hebrew-Arabic, multi-voiced and poly-centered curriculum that would relate the accounts of the people whom the pedagogic narrative seeks to conceal and exclude. This joint curriculum will differ from the present one not only in content but also ideologically and semiotically. Instead of traumatizing and urging vengeance, it will encourage discussion and celebrate diversity and hybridity.

Faced with infectious diseases, starvation, lack of medicines, lack of clean water, and safe sewage, Jewish physicians practiced medicine under severe conditions in the ghettos and concentration camps of the Holocaust. Despite the odds against them, physicians managed to supply public health education, enforce hygiene protocols, inspect buildings and latrines, enact quarantine, and perform triage. Many gave their lives to help fellow prisoners. Based on archival materials and featuring memoirs of Holocaust survivors, this volume offers a rich array of both tragic and inspiring studies of the sanctification of life as practiced by Jewish medical professionals. More than simply a medical story, these histories represent the finest exemplification of a humanist moral imperative during a dark hour of recent history.

An authoritative and compelling account of the evolution of Nazi Jewish policy between 1939 and 1942.