Fifty years after World War II, critical issues of this international conflict still haunt our society today in business, war crimes trials, and international relations. This text focuses on the historical issues of Christian rescue of Jews, resistance to Nazi oppression, and the plight of the refugee in light of current problems facing us. The essays in this book, from nationally and internationally-known scholars, reveal that the Holocaust was not only a Jewish tragedy but an epic human tragedy as well, one that has indelibly scarred the collective soul of twentieth-century society. As these scholars and witnesses provide insights into the historical context of World War II and the Holocaust, they also assist us in regulating the future behavior of ourselves, our country, and our world.

Classes and books on the Holocaust often center on the experiences of victims, perpetrators, and bystanders, but rescuers also occupy a prominent space in Holocaust courses and literature even though incidents of rescue were relatively few and rescuers constituted less than 1 percent of the population in Nazi-occupied Europe. As inspiring figures and role models, rescuers challenge us to consider how we would act if we found ourselves in similarly perilous situations of grave moral import. Their stories speak to us and move us. Yet this was not always the case. Seventy years ago these brave men and women, today regarded as the Righteous Among the Nations, went largely unrecognized; indeed, sometimes they were even singled out for abuse from their co-nationals for their selfless actions. Unlikely Heroes traces the evolution of the humanitarian hero, looking at the ways in which historians, politicians, and filmmakers have treated individual rescuers like Raoul Wallenberg and Oskar Schindler, as well as the rescue efforts of humanitarian organizations. Contributors in this edited collection also explore classroom possibilities for dealing with the role of rescuers, at both the university and the secondary level.

The Macmillan Profiles series is a collection of volumes featuring profiles of famous people, places and historical events. This text profiles heroes and activists of the Holocaust, including Elie Wiesel, Oskar Schindler, Simon Wiesenthal, Primo Levi, Anne Frank and Raoul Wallenberg, as well as soldiers, Partisans, ghetto leaders, diplomats and ordinary citizens who fought German aggression and risked their lives to save Jews.

He explores the range of experiences that lead to active bystandership, including socialization by parents, teachers (and peers) in childhood, education, experiential learning, and public education through media. He examines what personal characteristics or dispositions result from such experiences, which in turn lead to caring and helping. Staub also considers how circumstances influence people--both individuals and whole groups--and how they join with personal dispositions to determine whether people remain passive in the face of others' need or instead help others and behave in morally courageous or even heroic ways. He considers how moral and caring values can be subverted by circumstances, and outlines ways to resist that possiblity.

While many of the essays focus on recent developments, they shed light on the evolution of this phenomenon since 1945.

It was the last refuge of the desperate Jews-the warren of sewers underneath their city. Above, the Nazis implemented the destruction of their friends and relatives in a final Aktion against the ghetto in the Polish city of Lvov. A small band of Jews, however, escaped into the grim network of tunnels, there to live for fourteen months with the city's waste, the sudden floods that washed some of them away, the fumes and the damp, the rats, the darkness, and the despair. Their only support was a sewer worker, an ex-criminal who constantly threatened to leave them if they ran out of money. Many died; some of cyanide in mass suicide, some of falling into the rushing waters of the river, some simply of exhaustion. A baby was born and then murdered almost immediately. The group quarrelled, split into factions and threatened each other at gun point. The survivors found themselves at one point, trapped in a chamber filling to the roof with storm water. Yet survive they did, even infiltrating themselves into the camps above to find their missing relatives. When the Russians liberated Lvov, they emerged from the sewers filthy, bent double, emaciated, unrecognizable. When they opened their eyes their eye seemed blood red. Robert Marshall, author of All the King's Men, has written the harrowing story of the survivor's ordeal based on a long series of interviews and a hitherto private diary, creating a blazing testimony to human faith and endurance. In the Sewers of Lvov was the inspiration for Academy Award nominated In Darkness.

How is the Christian supposed to act when his or her government misbehaves? Should one suffer and obey the authority, or should one render resistance; and if so, should it be passive or active; and if active, should it be violent or not? This book will not provide the answer to this question, but it will describe and analyse important persons of the 20th century who were placed in a situation where they did not merely "turn the other cheek", but felt that they had to resist a regime; a decision which had consequences for them all. Thus the book provides insight to a central and current question of Christian and indeed religious thinking.

How is the Christian supposed to act when his or her government misbehaves? Should one suffer and obey the authority, or should one render resistance; and if so, should it be passive or active; and if active, should it be violent or not? This book will not provide the answer to this question, but it will describe and analyse important persons of the 20th century who were placed in a situation where they did not merely 'turn the other cheek', but felt that they had to resist a regime; a decision which had consequences for them all. Thus the book provides insight to a central and current question of Christian and indeed religious thinking.

An extraordinary exploration into the mutual validity of the Jewish and Christian covenants. The contributors gathered here address such topics as shared texts, the rabbinical response to emerging Christianity, and apocalyptic and mystical texts.

(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.