Heckling Hitler Caricatures Of The Third Reich

"Combining the forces of humor, political commentary, and artistic technique, cartoonists such as George Grosz, David Low, John Heartfield, and David Fitzpatrick influenced public opinion in their own time and left a historical record of how Hitler was perceived at different times in his career."--Jacket.

Collection of essays exploring the controversies surrounding images of the Holocaust

Not all Germans living under Hitler succumbed passively to the rhetoric and horror of the Nazi regime. Covert popular opposition in the form of humorous resistance was wider spread than is commonly thought. Embracing jokes, stories and 60 cartoons, this is the only collection in English of underground anti-Nazi humour. It is, as such, an invaluable contribution to the social history of twentieth century Germany.

The seventh volume of the acclaimed annual publication of the Institute of Contemporary Jewry at the Hebrew University of Jerusalem, Jews and Messianism in the Modern Era: Metaphor and Meaning examines the significance and meaning of messianic metaphors, themes, and ideals in modern Jewish history and culture. In addition to the standard symposia, book reviews, and lists of recent dissertations in Jewish studies, the volume includes contributions from such noted scholars of Jewish history as Jody Elizabeth Myerson on the messianic idea and Zionist ideologies; Aviezer Ravitsky on Zionism and the state of Israel as anti-messianic undertakings; Yaacov Shavit on realism and messianism in Zionism and the Yishuv; Hannan Hever on poetry and messianism in Palestine between the two world wars; Paul Mendes-Flohr on Jewish theological responses to political messianism in the Weimar Republic; and Richard Wolin on Jewish secular messianism.

The Nazi Holocaust is one of the most momentous events in human history. Yet, it remains on many levels a baffling and unfathomable mystery. By shunning simplistic 'explanations' Ronnie Landau has set out, in a clear, thought-provoking and enlightened fashion, to mediate betweeen this vast, often unapproachable subject and the reader who wrestles with its meaning. Locating the Holocaust within a number of different contexts - Jewish history, German history, genocide in the modern age, the larger story of human bigotry and the triumph of ideology over conscience - Landau penetrates to the very heart of its moral and historical significance. Deeply concerned lest the Holocaust, as a 'unique' phenomenon, be cordoned off from the rest of human history and ghettoized within the highly charged realm of 'Jewish experience', he is at pains to show that transmitting understanding of the Holocaust is about connecting with all humanity.Intended both for the general reader and for students and academics (especially in history, psychology, literature and the humanities), this work is an important breakthrough in the struggle to perpetuate the memory of a tragedy which the world is all too ready to forget.

(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 volume focuses on the contribution of refugees from Nazism to the Arts in Britain. The essays examine the much neglected theme of art in internment and address the spheres of photography, political satire, sculpture, architecture, artists’ organisations, institutional models, dealership and conservation. These are considered under the broad headings ‘Art as Politics’, ‘Between the Public and the Domestic’ and ‘Creating Frameworks’. Such categories assist in posing questions regarding the politics of identity and gender, as well as providing an opportunity to explore the complex issues of cultural formation. The volume will be of interest to scholars and students of twentieth-century art history, museum and conservation studies, politics and cultural studies, in addition to those involved in German Studies and in German and Austrian Exile Studies.