A Selection of Notable Publications on the Holocaust

Stephen FeinbergSee also p. 327 for reference works.
Key Historical Works

Berenbaum, Michael (Ed.). A Mosaic of Victims: Non-Jews Persecuted and Murdered by the Nazis. New York: New York University Press, 1990. 244pp. A series of essays on non-Jewish victims of the Nazis, including Gypsies, homosexuals, Slavs, and pacifists. Dawidowicz, Lucy S. The War Against the Jews, 1933-1945. New York: Bantam Books, 1975. 610pp. According to Dawidowicz, the Holocaust was a carefully conceived plan to totally destroy the Jews, and World War II was the direct result of the anti-Semitism of Hitler. Carefully and logically organized, this book presents an overview. Hilburg, Raul. The Destruction of the European Jews. New York: Holmes & Meier, 1985. 3 vols. 1123pp. Considered by many historians to be the definitive history of the Holocaust, this book provides a detailed description of the bureaucratic machinery of destruction. Extremely well organized and well documented, this is an essential work for Holocaust studies. Levin, Nora. The Holocaust Years: The Nazi Destruction of European Jewry, 1933-1945. Melbourne, FL: Krieger Publishing Co., 1990. 373 pp. The first half of this book presents a chronological account of the Holocaust. The second, arranged geographically, describes the impact of the Nazis on the Jews of individual European countries.Marrus, Michael R. The Holocaust in History. New York: Meridian, 1987. 267pp. This excellent introductory source of information on all aspects of the Holocaust is a comprehensive assessment of the vast historical literature on the subject. Rubenstein, Richard, and John Roth. Approaches to Auschwitz: The Holocaust and Its Legacy. Atlanta: John Knox Press, 1987. 422 pp. Clearly and concisely, this book examines the historical and theological processes that led to the Holocaust. It defines the Holocaust, explores the history of anti-Semitism, the history of the Holocaust, and the importance of the Holocaust for the future.Yahil, Leni. The Holocaust: The Fate of European Jewry, 1932-1945. New York: Oxford University Press, 1991. 808 pp. One of the most comprehensive overviews of the Holocaust, this work clearly demonstrates the centrality of anti-Semitism for the Nazis.

Other Useful Resources for Teaching About the Holocaust

Berenbaum, Michael. The World Must Know: The History of the Holocaust as Told in the United States Holocaust Memorial Museum. Boston: Little, Brown and Company, 1993. 240pp. Written by the Director of Research at the U.S. Holocaust Memorial Museum, this volume is thought-provoking, highly readable and extremely engaging. Ideal for use with secondary level students.The British Journal of Holocaust Education (Subscriptions: Frank Cass & Co. Ltd., Newbury House, 890-900 Eastern Avenue, Newbury, Park, Ilford, Essex IG2 7HH, England). Published twice a year, this journal generally includes both historical and pedagogical pieces.Darsa, Jan, "Educating About the Holocaust: A Case Study in the Teaching of Genocide," pp. 175-193. In Israel Charny (Ed.) Genocide: A Critical Bibliographic Review, Volume 2. London and New York: Mansell Publishers and Facts on File, respectively, 1991. An interesting and useful essay that provides teachers with an overview of the field of Holocaust education. It also includes an extensive annotated bibliography that highlights key Holocaust curricula, adjunct resources, and essays on Holocaust pedagogy. Facing History and Ourselves. Facing History and Ourselves: Elements of Time. Brookline, MA:, 1989. 402pp. An outstanding volume that provides a detailed and intelligent discussion as to why and how video testimony by Holocaust survivors should and can be incorporated into the classroom. Facing History and Ourselves. Facing History and Ourselves: Holocaust and Human Behavior. Brookline, MA, 1994. 576 pp. This volume delineates the excellent Facing History pedagogical approach to Holocaust education. Among its chapters are: "The Individual and Society," "Germany in the 1920s," "The Nazis Take Power," "Conformity and Obedience," "The Holocaust," "Bystanders and Rescuers," "Judgment," "Historical Legacies," and "Choosing to Participate." Friedlander, Henry (1979). "Toward a Methodology of Teaching About the Holocaust." Teacher's College Record 18, no. 3: 519-542. An early and outstanding essay on teaching about the Holocaust. Friedlander, a noted scholar and Holocaust survivor, discusses difficulties in studying and teaching about the Holocaust, issues key caveats to teachers, and suggests and discusses major issues that should be addressed.Friedman, Ina R. The Other Victims: First-Person Stories of Non-Jews Persecuted by the Nazis. Boston: Houghton Mifflin Company, 1990. Specifically written for grades 5 through 9, this volume includes first-person accounts by an eclectic group: a Gypsy, a Jehovah Witness, a deaf person, a Czech school boy, a Christian and Jewish couple, a dissenter, and a young boy who was forced into slave labor.Internet on the Holocaust and Genocide. Special triple issue (Issues 51/52/53) of the Internet (November 1994) on "Educating About Genocide." (A copy of this newsletter, edited by Samuel Totten, is available from the Institute on the Holocaust and Genocide, P.O.B. 10311, 91102 Jerusalem, Israel.) Includes a number of pieces that address various facets of teaching about the Holocaust at the secondary level of schooling.National Council for the Social Studies. Special Issue, "Teaching About Genocide," (co-edited by Samuel Totten and William S. Parsons). Social Education 55, no. 2 (February 1991). This special issue includes several pieces germane to teaching about the Holocaust: "The Racial Contexts of the Holocaust," "Sterilization of Handicapped by the Nazi Regime: A First-Person Account"; "Genocide Against Jews by the Nazi Regime: A First-Person Account; "The Forgotten Holocaust of the Gypsies"; "Genocide Against Gypsies by the Nazi Regime: A First-Person Account"; "Those who Said 'No'": German Soldiers, SS and Police Who Refused to Execute Civilians During World War II"; and "The Fortune Video Archive for Holocaust Testimonies: Yale University." Totten, Samuel. "The Use of First-Person Accounts in Teaching About the Holocaust." The British Journal of Holocaust Education 3, no. 2 (1994):160-183. Addresses a wide-range of issues, including but not limited to: general value of first-person accounts, educational value of first-person accounts by Holocaust survivors and others, limitations of accounts, issues/concerns when using first-person accounts, and ideas for incorporating first-person accounts into a study of the Holocaust. Totten, Samuel, and Parsons, William S. "State-Developed Teacher Guides and Curricula on Genocide and/or the Holocaust: A Review." Inquiry in Social Studies: Curriculum, Research, and Instruction 28, no. 1 (Spring 1992): 27-47. The authors provide critiques of curricula developed by state education departments in the following states: California, Connecticut, Florida, New Jersey, New York, North Carolina, Ohio, Pennsylvania, and Virginia. United States Holocaust Memorial Museum. Guidelines for Teaching About the Holocaust. Washington, D.C., 1993. 15pp. Succinctly addresses such issues as questions of rationale, methodological considerations, and various ways to incorporate a study of the Holocaust into existing courses. n