This landmark book, Nicholas Berg addresses the work of German and German-Jewish historians in the first three decades of post-World War II Germany. He examines how they perceived--and failed to perceive--the Holocaust and how they interpreted and misinterpreted that historical fact using an arsenal of terms and concepts, arguments, and explanations.

Collects important recent essays in a critical reexamination of the Federal Republic's early history

The biography of H.G. Adler (1910-88) is the story of a survivor of Theresienstadt, Auschwitz, and two other concentration camps who not only lived through the greatest cataclysm of the 20th century, but someone who also devoted his literary and scholarly career to telling the story of those who perished in over two dozen books of fiction, poetry, history, sociology, and religion. And yet for much of his life he remained almost entirely unknown. A writer's writer, a scholar of seminal, pioneering works on the Holocaust, a renowned radio essayist in postwar Germany, a last representative of the Prague Circle of literature headed by Kafka, a key contributor to the prosecution in the trial of Adolf Eichmann, Adler was a man of his time whose times lived through him. His is the story of many others, but also one that is singularly his own. And at its heart lies a profound story of love and perseverance amid the loss of his first wife, Gertrud Klepetar, who accompanied her mother to the gas chamber in Auschwitz, and the courtship and extended correspondence with Bettina Gross, a Prague artist who escaped to the Britain, only to later learn that her mother had also been in Theresienstadt with Adler before her eventual death in Auschwitz. His delivery of a lecture in Theresienstadt commemorating Kafka's sixtieth birthday, and with Kafka's favorite sister present; the nurturing of a younger generation of artists and intellectuals, including the Israeli artist Jehuda Bacon and the Serbian novelist Ivan Ivanji; the preservation of Viktor Ullmann's compositions and his opera The Emperor of Atlantis, only to see them premiered decades later to world acclaim; and the penury of postwar life while churning out the novels, poetry, and scholarship that would make his reputation - all of these are part of a life survived in the moment, but dedicated to the future, and that of a man committed to helping human dignity survive in his time and that to come.

Uses the Holocaust to raise issues of memory and representation; argues that history is the systematization of memory. Examines the way the Holocaust gets represented in historical texts and in novels.

CHOICE Outstanding Academic Title 2016 Focussing on German responses to the Holocaust since 1945, Postwar Germany and the Holocaust traces the process of Vergangenheitsbewältigung ('overcoming the past'), the persistence of silences, evasions and popular mythologies with regards to the Nazi era, and cultural representations of the Holocaust up to the present day. It explores the complexities of German memory cultures, the construction of war and Holocaust memorials and the various political debates and scandals surrounding the darkest chapter in German history. The book comparatively maps out the legacy of the Holocaust in both East and West Germany, as well as the unified Germany that followed, to engender a consideration of the effects of division, Cold War politics and reunification on German understanding of the Holocaust. Synthesizing key historiographical debates and drawing upon a variety of primary source material, this volume is an important exploration of Germany's postwar relationship with the Holocaust. Complete with chapters on education, war crime trials, memorialization and Germany and the Holocaust today, as well as a number of illustrations, maps and a detailed bibliography, Postwar Germany and the Holocaust is a pivotal text for anyone interested in understanding the full impact of the Holocaust in Germany.

The migration experiences, career paths, and scholarship of historians born in Germany who started emigrating to North America in the 1950s have had a unique impact on the transatlantic practice of Central European History. German Migrant Historians in North America analyzes the experiences of this postwar group of scholars, and asks what informed their education and career choices, and what motivated them to emigrate to North America. The contributors reflect on how these migration experiences informed their own research and teaching, and particularly discuss the more general development of the transatlantic exchange between German and American historians in the scholarship on Modern Central European History.

(Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.

This book opens the debate about German history in the long term – about how ideas and political forms are traceable across what historians have taken to be the sharp breaks of German history. Smith argues that current historiography has become ever more focused on the twentieth century, and on twentieth-century explanations for the catastrophes at the center of German history. Against conventional wisdom, he considers continuities - nation and nationalism, religion and religious exclusion, racism and violence - that are the center of the German historical experience and that have long histories. Smith explores these deep continuities in novel ways, emphasizing their importance, while arguing that Germany was not on a special path to destruction. The result is a series of innovative reflections on the crystallization of nationalist ideology, on patterns of anti-Semitism, and on how the nineteenth-century vocabulary of race structured the twentieth-century genocidal imagination.

This four-volume set provides reference entries, primary documents, and personal accounts from individuals who lived through the Holocaust that allow readers to better understand the cultural, political, and economic motivations that spurred the Final Solution. The Holocaust that occurred during World War II remains one of the deadliest genocides in human history, with an estimated two-thirds of the 9 million Jews in Europe at the time being killed as a result of the policies of Adolf Hitler and Nazi Germany. The Holocaust: An Encyclopedia and Document Collection provides students with an all-encompassing resource for learning about this tragic event—a four-book collection that provides detailed information as well as multidisciplinary perspectives that will serve as a gateway to meaningful discussion and further research. The first two volumes present reference entries on significant individuals of the Holocaust (both victims and perpetrators), anti-Semitic ideology, and annihilationist policies advocated by the Nazi regime, giving readers insight into the social, political, cultural, military, and economic aspects of the Holocaust while enabling them to better understand the Final Solution in Europe during World War II and its lasting legacy. The third volume of the set presents memoirs and personal narratives that describe in their own words the experiences of survivors and resistors who lived through the chaos and horror of the Final Solution. The last volume consists of primary documents, including government decrees and military orders, propaganda in the form of newspapers and pamphlets, war crime trial transcripts, and other items that provide a direct look at the causes and consequences of the Holocaust under the Nazi regime. By examining these primary sources, users can have a deeper understanding of the ideas and policies used by perpetrators to justify their actions in the annihilation of the Jews of Europe. The set not only provides an invaluable and comprehensive research tool on the Holocaust but also offers historical perspective and examination of the origins of the discontent and cultural resentment that resulted in the Holocaust—subject matter that remains highly relevant to key problems facing human society in the 21st century and beyond.

In Rethinking Academic Politics in (Re)Unified Germany andthe United States, Dr. John Weaver uses case studies to engage historical and contemporary issues in academic politics, arguing for the importance of this often-dismissed and much-bemoaned facet of academic work. Dr. Weaver's unique treatment includes discussions of such hotly debated issues as the Enola Gay exhibit, the science debates in the U.S., and the politics of academic evaluations and hiring practices. Rethinking Academic Politics in (Re)Unified Germany and the United States speaks to the interests of students and scholars of international and comparative education, higher education policy and practice, cultural studies, and science studies.