good thesis statement about the holocaust

150 Holocaust Essay Topics & Examples

Looking for good titles for a Holocaust project? This is one of the most tragic parts of WW2 that is definitely worth studying.

🔝 Top 10 Holocaust Questions for Essays

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The most popular Holocaust essay topics are:

• The Holocaust and its causes
• Nazi human experiments as a part of the Holocaust
• Jewish ghettos in Poland
• The establishment of Auschwitz concentration camp
• The consequences of the Holocaust

Below you can find much more ideas. In this article, we’ve collected Holocaust thesis ideas and questions for essays. They will suite for middle school, high school, and college-level assignments. You’ll also find tips on writing your introduction, conclusion, and formulating a thesis statement, together with Holocaust essay examples. Write an ️A+ paper with us!

• What were the ideological causes of the Holocaust?
• How was anti-Jewish legislation in Germany established?
• What were the goals of the Nazi Euthanasia Program?
• How and where were the largest ghettos created?
• How did the concentration camp system expand across Europe?
• What were the three types of ghettos?
• How did the resistance efforts in the ghettos look like?
• Who were the key opponents of Nazism inside and outside Germany?
• How did the US government respond to Nazism?
• What were the consequences of the Holocaust?

The Holocaust has affected millions of people around the world. It is one of the most tragic and problematic topics of history. Holocaust essays help students to understand the issue better, analyzing its causes and consequences.

Organizing an essay on the Holocaust may be challenging, as there are many aspects to cover. We have developed some tips to help you through the process.

First, choose the Holocaust issue you want to discuss. Select one of the titles to work on. Some of the Holocaust essay topics include:

• Concentration camps in today’s Europe
• Lessons from the Holocaust: Fostering tolerance
• Present and future of the Holocaust research
• The causes of the Holocaust and discrimination against Jewish people
• How could people have stopped the Holocaust?
• Political issues behind the Holocaust
• The effects of the Holocaust on its survivors
• The factors and issues that contributed to Nazism

You can choose one of these holocaust essay questions or ask your professor for suggestions. Once that you have selected the topic of your essay, you can start working on the paper.

A well-developed structure is highly significant for an outstanding essay. Here are some tips on how to develop a structure for the paper:

• Think of the Holocaust essay prompts you want to discuss first. You can do preliminary research to see what issues you should cover.
• Ask your professor about the type of essay you should write. If it is an argumentative essay, you will need to leave space for at least one refutation paragraph and a rebuttal paragraph.
• Include an introductory paragraph (or several paragraphs if you are working on a longer essay). This paragraph should include the background information on the Holocaust and the problem you have selected. Discuss the goals of the paper and state your main claim at the end of this section.
• The main arguments of your paper will comprise body paragraphs. You may want to dedicate at least one separate paragraph for each of your claims. The number of body paragraphs is up to you, however, we would recommend including at least three of them. Hint: Make smooth transitions between paragraphs to make your paper look more organized.
• Remember that at least one body paragraph should state the general information about the Holocaust, its causes, and effects. You may discuss statistical data, global consequences, and primary victims.
• While working on a refutation paragraph, do not forget to prove that your arguments are more reasonable that the opposing perspectives. You can dedicate a separate paragraph for a rebuttal.
• A concluding section or a summary should state your main arguments again. You can also include a recommendation if necessary.
• Important tip: Do not make your paragraphs too short or too long. We would recommend writing between 65 and 190 words per paragraph and not more than 35 words per sentence. Making all body paragraphs of similar length is also a good idea that will make your paper look more professional.
• Ask your professor whether you need to include a title page and table of contents. Remember that a reference page is a must, as it includes all sources from the essay.
• If you are not sure that the selected structure is good, search for the holocaust essay titles and examples online and see how other students organize their papers. Avoid copying the works you will find.

Remember to look at the samples on our website to get some ideas for your excellent paper!

• Holocaust and Bosnian Genocide Comparison The current paper aims to compare some of the most notable genocides in history, the Holocaust, and the Bosnian mass murder in terms of their aims, death tolls, tactics, and methods.
• Critique of Elie Wiesel’s Holocaust Book “Night” Like many books on the Holocaust, Elie Wiesel’s Night is a dramatic picture of the horror times in the history of humankind and particularly in the history of the Jewish people.
• The Holocaust: Poem “Tears of Blood” The extermination of the Roma was part of the general policy of the National Socialists to destroy political opponents, homosexual people, terminally and mentally ill, drug addicts, and Jews.
• Nazi Medical Experiments During the Holocaust The information is maintained by the United States Holocaust Memorial Museum. This photograph is maintained and produced by the United States Holocaust Memorial Museum.
• Reinhard Heydrich’s Role in the Holocaust With the help of his boss: Himmler[7], they used political forces to influence the police in an attempt to ensure the consolidation of the Nazi administration in the entire nation of Germany[8].
• The Relationship Between Epigenetics and the Effects of the Holocaust Tests are most likely to identify existing changes of DNA and the proteins related to DNA, which are responsible for the structure of the DNA and the availability of other elements related to the DNA.
• US Holocaust Policy During World War II However, the anti-Nazi campaign was not successful, and the main reason for this was the harsh foreign policy of the USA.
• Reasons Why the Jews Failed to Resist the Holocaust The award-winning book brings the readers to the lives and experiences of Vladek Spiegelman, a holocaust survivor, and his father during the period.
• Discussion of Holocaust and Immigration In “Holocaust Education and Remembrance in Australia,” Suzanne D.and Suzanne H.discuss the adverse effects and after-issues of immigration among the Jewish community and how it led to the concept that the Holocaust had a long-lasting […]
• The Holocaust and the Nakba: Tragedy and Trauma The Nakba refers to the destruction of hundreds of cities and towns and the Palestinian people’s cultural, economic, political, and social backgrounds.
• Holocaust Commemoration in the US Holocaust Memorial Museum This paper is relevant to the understanding of virtual exhibit since it highlights the major notions of memorialization that are included in the exhibition.
• Holocaust: Traditions and Encounters He was the only presenter in the video: he revealed the question about Sephardic Jews in the Holocaust and answered questions from the audience.
• Holocaust: Taking Steps Toward Evil To the Nazi leader, the Jews were an inferior race and were an alien threat to the German racial purity. The Germans blamed the Jews for having lost the World War 1 and accused them […]
• A Visit to the Holocaust Museum Houston The museum emphasizes the perils of intolerance, bigotry, and apathy by drawing on the lessons of the Holocaust and other massive genocides.
• “Holocaust Horror…” by Moore A considerable number of young people do not have the correct knowledge, and the most disturbing fact is that the Holocaust started to be interpreted in different ways.
• The Terror of the Holocaust in the Book “Hana’s Suitcase” by Karen Levine The story “Hana’s Suitcase” by Karen Levine is not fiction, where heroes and the plot are the imagination of the author; it is a documentary story where the situation and named people are real, they […]
• The Holocaust and Schindler’s List: Transforming the Human Perception of Violence The World War II genocide of Jews, known as the Holocaust, changed both the Jewish history and the history of the world, transforming the human perception of violence and religious conflicts.
• The Holocaust as a History-Cultural Phenomenon The Holocaust in the narrow sense represents the persecution and mass extermination of Jews who inhabited the German lands, the territories of Hitler’s allies, and the areas occupied during the war.
• Art Spiegelman’s Graphic Novel “Maus I: A Survivor’s Tale”: Author’s Understanding of the Holocaust Spiegelman uses mice to represent Jews because of the oppression they experienced while in Hitler’s concentration camps. The mistreatment the Jews experienced is similar to what mice experience in the presence of cats.
• Holocaust Museum Exhibition “State of Deception” Generally, evaluating a variety of facts from different sources, it becomes evident that the exhibition “State of Deception: The Power of Nazi Propaganda” in the United States Holocaust Memorial Museum can be seen as rather […]
• Holocaust: Ethnic and Cultural Diversity and the Real Face of Prejudice The holocaust refers to the murder of six million European Jews in the course of the Second World War. The holocaust was the highest level of prejudice in society during the time.
• German Attitudes Towards Third Reich and Holocaust Commemoration The Goldhagen debate represents a shift in the attitude of the Germans regarding the commemoration of the Third Reich and the remembrance of the holocaust.
• Jewish Holocaust and the Humour During the Dark Times This is the Jewish long tradition of jokes in Judaism that dates back to the Midrash and the Pentateuch but it generally refers to the more recent group of verbs that were first used in […]
• Human Response to Holocaust in “Nightfather” and “Fugitive Pieces” It is his memory of the nightmare that keeps him imprisoned, he appears in the camp again and again by the volition of his memory that is eager to play painful tricks with him.
• Holocaust Denial: Dynamics of Ethics While keeping this in mind, we will analyze the introduction of “holocaust denial” criminal charges into the penal code of many Western countries that simultaneously take pride in the fact that their democratic form of […]
• American’s Reaction to Jewish Holocaust Later when America joined Russia in the war against the Nazi Regime, the action was selective in that it failed to protect the Jews from genocide.
• Holocaust: From Discrimination to Concentration Camps The discrimination as said at workplaces and other areas was later to escalate to actual killing with the taking of power by the Nazi party establishing legal backing of their activities with the enactment of […]
• Jewish Family’s Experiences During the Holocaust Piecing together everything that I learned from my grandparents and parents, I have come to realize that I was shaped early on by the experience of my ancestors in the Holocaust and in Russia.
• Censorship, Holocaust and Political Correctness In this paper, we will focus on exploring different aspects of formal and informal censorship, in regards to a so-called “Holocaust denial”, as we strongly believe that people’s ability to express their thoughts freely is […]
• The Holocaust: Auschwitz Concentration Camp History In an attempt to dehumanize the victims of the Nazis and as a testament to the resilience of a few of the inmates of the camps, the mentality of the brutal Nazis is worth a […]
• Holocaust: What Were Its Causes and Effects? After the invasion of the Soviet Union by Nazis, the goal of the Nazis was to murder every individual of Jewish origin, which the Nazis defined as anyone with a trace of Jewish “blood” dating […]
• Henry Orenstein: Holocaust Survivor and Entrepreneur The Nazi regime, were under the impression that the Germans were ‘racially superior’ to the Jews and believed that the Jews were somehow lesser than them.
• The Holocaust: Historical Analysis The Holocaust, now the example of Jewish pain, has long stopped to be a piece of history, and is now regarded by spiritual and material alike, as a piece of divinity – a sacred text […]
• Holocaust Tragedy in Nazi Germany Since the forties of the twentieth century, another such theory, called the Holocaust, came into use in the context of the mass extermination of Jews in Europe by the Nazis. It is the education of […]
• A Visit to the Holocaust Museum in Washington DC People visited the museum to learn about the atrocities caused to the Jews by the Nazi administration, headed by Hitler. The other piece I learned is that in the museum there was a video of […]
• Holocaust in “Maus” Graphic Novel by Art Spiegelman It is quite peculiar that Spiegelman uses only the black-and-white color perhaps, this is another means to emphasize the gloomy atmosphere of the Nazi invasion and the reign of the anti-Semite ideas.
• Post-Holocaust and Imprisonment Literary Works It is possible that Celan uses repetition to express the feelings of repetitiveness that he and the other people felt during the imprisonment.
• Virginia Holocaust Museum’s Genocide Presentation In terms of the educational objective, I aimed to learn the aspects and details of the Holocaust through the artifacts, objects, and things that belonged to people experiencing these events’ atrocities.
• Virginia Holocaust Museum Trip and Experience I wanted to make sure that I could listen to myself and truly feel what the Holocaust was for humanity and is for me. I felt outraged that someone could think they had the right […]
• Virginia Holocaust Museum Field: Trip Reflection I must admit that the very fact of listening to the voice of somebody who went through the horrors of the Holocaust proved to be at least as revealing as all of the artifacts and […]
• The Poetry of the Holocaust Period In conclusion, it seems appropriate to state that Sutzkever is a metaphysical poet as his creative thought focuses on the beauty of nature and the truthful presentation of events.
• The Public Memory of the Holocaust In addition to his pain, Levi concerns the increasing temporal distance and habitual indifference of hundreds of millions of people towards the Holocaust and the survivors1 It causes the feeling of anxiety that was fuelled […]
• History of the Holocaust They can be outlined as follows: the historical legacy of anti-Semitism in Europe, the particulars of the German national character /the fact that the Nazis did succeed in dehumanizing the Jews, and the irrational hatred […]
• Holocaust and Stuttgart Declaration of Guilt This paper is devoted to the analysis of the Holocaust in general and the Stuttgart Declaration of Guilt in particular. The judges represented the states which were the main winners in the war: Great Britain, […]
• Holocaust Memorial Museum Textiles, for example, badges, uniforms, flags, costumes, and banners are also housed in the museum. Other types of materials housed in the museum are works on paper, such as announcements, posters, broadsides, and maps.
• Holocaust in “Survival in Auschwitz” by Primo Levi Another issue that needs to be discussed is that the economy of Germany was hurt because of the World War I, and it has affected the pride of the nation.
• 1942-1945 Holocaust: Nazi Germany’s Political Reasons Started in 1942 and taking place until the end of the war, the Holocaust was the genocide of Jewish people arranged by Hitler and implemented by the Nazi army.
• Holocaust vs. Japanese Colonial Era in Korea The Holocaust in the history of Jewish people, as well as Japanese occupation in the history of Korean people, was one of the greatest tragedies.
• Holocaust, Antisemitism, and Propaganda That is why, nowadays great attention is given to issues which led to the death of millions of people. Being a part of the ideology of Nazism, it led to the elimination of a great […]
• The Holocaust Effects: Books “Tzili” and “Wartime Lies” The natural experiences of growing up are changed and twisted by the war and its horrors, but the specific developments, their perceptions, and impacts are affected by the children’s personalities and circumstances of their lives, […]
• The Holocaust and Jehovas Witnesses The concept of “spiritual resistance” in the case of members of Jehovah’s Witness during the era of the Nazis in Germany focused primarily on continuing the acts associated with their faith despite the persecution they […]
• Holocaust: Nazi Anti-Jewish Policies and Actions The major policy that the Nazi implemented was the Law for the Restoration of the Professional Civil Service that excluded Jews from government jobs.
• Holocaust and Nazi’s Racial Imperialism The scholar argues that the event was a result of the racial imperialism championed by the Nazi Party in the country.
• Adolf Hitler and a History of the Holocaust Before going any further it is important to point out the kind of mindset that the German people had back then that made it easier for Hitler to convince them to join him in a […]
• The Holocaust History: the Jewish Community Destruction To achieve its objective, the paper will expound on why the Nazi government targeted the Jews, why did these attacks come during this specific period, the role that average German citizens played and the overall […]
• Holocaust History, Its Definition and Causes Also notable about racism is the fact that it may take several forms and it is not just limited to the literal meaning of racism like the skin color, the size of the eyes, and […]
• Holocaust Experience in the Book ‘Night’ by Elie Wiesel Eliezer’s depiction in the story as the main character in the story is that of a humble and religious young man.
• The Jewish Holocaust Novel ‘Night’ by Eliezer Wiesel Generally, Eliezer admired the fact that his father was prayerful and he kept his utmost faith in God even in the time of oppression.
• History of the Jews and the Holocaust The Nazi regime and its partners became the pioneers of the Holocaust. That being the case, the anti-Semitism ideas and prejudices experienced in Germany before the Second World War led to the infamous Holocaust.
• Denying the Holocaust: The Growing Assault on Truth and Memory by Deborah Lipstadt The book is divided into chapters that focus on the history and methods that are used to distort the truth and the memory of the Holocaust.
• The United States Holocaust Memorial Museum Since its inception in 1993, the museum has served as the nation’s reminder when it comes to issues of the holocaust.
• Iran and Israel’s Nuclear Holocaust and the Gulf Cooperation Council’s Position As such conflict would put a serious threat to the safety of the region, the policy aims at the acceptance of nuclear deal and the development of the effective course of actions aimed at eliminating […]
• Liberal Democracy, Anti-Semitism and the Holocaust The Nazis and other populist political movements in Germany believed that the Jews had undue influence in the country through their prominent positions in the media and the financial system4.
• Was the Holocaust the failure of or the product of Modernity? The date that traditionally marks the beginning of modernist era is 1453, when the City of Constantinople was conquered by the Turkish Ottoman Empire, as far as this date symbolized the end of the Byzantine […]
• Reconsidering the History: Holocaust Denial. The XXI Century Prospects Despite the fact that Holocaust was one of the hideous crimes against the humanity that is never to occur again, some tend to represent the tragic event as the stage of the history that people […]
• Nazi Germany & Holocaust The Nazi movement is a revolutionary movement that was associated with the mass murder of Jews and Communists in an attempt to restore the reputation of Germany at the international level. The Nazi regime under […]
• The Holocaust and Nazi Germany The rise of the Nazis to power in 1933 led to the establishment of thousands of concentration camps, which were centers of mass murders of Jews.
• The Holocaust and Jews Extermination The Nazis perceived Internationalism in the context of the Holocaust to be a global perspective primarily held and advocated by Jews who were using it as a method designed to dominate the whole world.
• The Holocaust: Analysis of Life in the Kovno, Warsaw and Lodz Ghettos Due to the continued capturing and shooting of the Jews at the forts, Rabbi Shapiro felt that the Jews should be separated from the Lithuanians to live into the Ghetto and thus a seven member […]
• How Holocaust Has Been Projected by the Different Historians Over the Years? Several historians claimed that it was unfair as it was an act of barbarism and it promoted wicked behavior with the innocent people of Jewish community while on the other hand, it was said that […]
• Jewish Insight of Holocaust Holocaust, the extermination of Jews from the European land was the example of brutality and viciousness of the Nazi Germany. Meanwhile, many historians were observing the situation critically and wanted to present their ideas about […]
• Shooting At the Holocaust Museum According to the incident report, von Brunn entered the museum and shot the guard. His motive was to hold the board members who were in the building hostage for the economic difficulties that the country […]
• The Nazi Holocaust’s Effects This study aims at analyzing the claim that social and psychological effects of the Holocaust linger in areas of political systems in which the survivors of the holocaust currently reside.
• The History of the Holocaust Hitler said that the root cause of the problems were the despicable Jews of Europe. The direct victims were the Jews but the rest of the world understood the consequences of inaction and the lack […]
• Holocaust and the Cold War Cold war refers to the military and political tension between the United States of America and the Soviet Union immediately after the World War 2.
• Doris Bergen: Nazi’s Holocaust Program in “War and Genocide” The discussion of the Holocaust cannot be separated from the context of the World War II because the Nazi ideology of advancing the Aryans and murdering the undesirable people became one of the top reasons […]
• The ‘Banality’ of Abstraction: Western Philosophy’s Failure to Address the Moral Implications of the Holocaust Additionally, I would like to address the relationship of Arendt and Heidegger in the context of The Holocaust, and the effect that it had upon their philosophical works.
• Conduction of The Holocaust Propaganda against Jews The common media the Nazis used for the campaign against the Jews was the Weekly Nazis newspaper, “The attacker”.
• Does Global English Mean Linguistic Holocaust? It is not difficult to find examples of the extinction of languages in the wake of the introduction of English. Some of the most active areas of extinction include the American West, where a variety […]
• The Horror of the Holocaust in Different Styles of Writing One of the thematic thread that unites these three works of the writers from different countries is their attempt to reproduce how cruel and unfair the actions of the Nazi were. The Holocaust, the judgment […]
• Peter Eisenman; Building Germany, the Holocaust Memorial The Jews were not the Nazi’s only victims during the holocaust, other casualties were the weak and disabled people in the society, who were killed on the pretext of the Euthanasia program.
• The Holocaust: A German Historian Examines the Genocide The Holocaust: A German Historian Examines the Genocide deals with one of the most debatable issues of the history of the twentieth century, i.e.
• The Holocaust: Religion, Race and Ethnicity Discrimination
• Holocaust Resistance: The Largest Jews Revolt Holocaust
• The Violent Conditions and Dehumanization Faced by the Jewish People During the Holocaust
• Analysis of the Causes of the Holocaust in Germany
• The Anger and Bewilderment of Holocaust Survivors
• Racist and Hate Crimes During the Holocaust
• The Long-Lasting Impact of the Holocaust on the Survivors
• The Holocaust, and the Statistics of the Tragic Events
• General Information About the Holocaust Was Genocide Against the Jewish Race
• The Causes and Effects the Holocaust Was Responsible for the Death of 6 Million
• Overview of the Chinese Holocaust and Experiments on Living People
• The Goals and Impact of the Holocaust Camps in Germany
• General Information About the Horrible Events That Took Place During the Holocaust
• The Different Killing Methods Used by the Nazi Germans During the Holocaust
• The U.S. Government’s Disregard of the Jewish Holocaust
• Survivor’s Syndrome Among Holocaust Survivors
• The German Holocaust: Treatment of the Germans After WWII
• Holocaust Survivor Testimonies: Time, Methodology and Memory
• The Link Between Nazi Propaganda and the Holocaust
• Holocaust Survivor Bewilderment and Anger
• Stolen Art Literature and Music of the Holocaust
• The Genesis and History of the Holocaust in Nazi Germany
• The Knowledge About the Holocaust To Avoid the Same Experience
• Analysis of the Holocaust and the Crisis of Human Behavior
• The Horrific Experience and Fate of the Children During the Holocaust
• How Did the Holocaust Affect the Jewish Community?
• How Does the American Holocaust Show the Huge Decline of Native Americans?
• Was German “Eliminationist Anti Semitism” Responsible for the Holocaust?
• How Were Jews Treated During the Holocaust?
• What Is the Relationship Between Holocaust and Genocide?
• How the Holocaust Took Away the Rights of Jewish People?
• What Was the Strength of the Nazis During the Holocaust?
• With Whom Does Responsibility for the Holocaust Ultimately Lie?
• How the Pope Affected the Holocaust?
• What Events Led to the Holocaust in Germany?
• How Was Survival Possible in the Death Camps of the Holocaust?
• Were the Jehovah’s Witnesses Really Affected by the Holocaust?
• Why Does God Permit Tragic Events Like the Holocaust Terrorist Attacks?
• What Was Hitler’s Role in the Holocaust?
• Why Is Peter Eisenman Building a Memorial to the Victims of the Holocaust in Germany?
• How Does the Holocaust Compare to One Other Form of Modern Genocide (Kurdish Genocide)?
• What Are the Problems Between Jews and Christians That Caused the Holocaust?
• How Did Oskar Schindler Act During the Holocaust?
• What Prejudices Were There During the Holocaust?
• How Did People Avoid Removal During the Holocaust?
• What Kind of Medical Experiments Were Carried Out During the Holocaust?
• How Did the Holocaust Affect Ordinary People?
• What Are the Proposals for Preventing a New Holocaust?
• How Did the U.S. React to the Holocaust in Germany?
• Why Was the World Silent During the Holocaust?
• How the Holocaust Affected Its Jewish Victims?
• What Are the Consequences of the Holocaust and Its Consequences for the Jews and the Rest of the Population?
• How the Holocaust Explodes the Concept of Mass Crime?
• Why Are Jews Demanding Compensation for Holocaust Damage?
• What Economic and Social Conditions Led to the Holocaust?
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Chronicles of Love & Resentment by Eric Gans

How to Write about the Holocaust

No. 410: Saturday, June 25th, 2011

As in many other things, not being an “authority” on the Holocaust makes it easier for me to formulate some basic ideas about it than for those whose lives and careers are directly dependent on it. I recently read Alvin Rosenfeld’s The End of the Holocaust (Indiana UP 2011), which is mostly devoted to noting the failures of Western culture’s memory of the Holocaust. While I sympathize with most of the views the author expresses, and certainly share his concluding apprehension concerning those in Iran and elsewhere who are happily dreaming of annihilating Israel in a “second Holocaust,” I would like to suggest a different, less polemical perspective on the subject.

The Holocaust provides an extreme version of the paradoxes that arise whenever we attempt to react as individuals to any real-world event. To simply take the event as a given is to abdicate our human responsibility to assign meaning, yet to insist on finding for it a “personal” meaning is to make our own judgment the measure of social value. The Holocaust poses this paradox in a maximally urgent manner because while it presents a spectacle so morally repugnant that we feel obliged to invent a personal way of “testifying” to it, it is a thing of the past that all our acts of repentance and charity cannot redeem. Hence it arouses reactions of denial, minimization, focusing on minor “positive” elements, de-Judaizing, attacks on the “Holocaust industry,” etc., as ways of reducing it to more tolerable dimensions; and at the other extreme, it inspires the suicide of survivors who cannot bear the guilt of having been “chosen” over so many others, coupled with the sense of irredeemable violation that suggests one no longer deserves to live.

But the intensity and frequent moral inadequacy of these responses testifies to the fact that the Holocaust’s historical impact goes well beyond the realm of direct reactions and their exploitation in rhetoric and imagery. To take a controversial example, when “happy” stories of the Holocaust such as Schindler’s List are accused of emphasizing cases that are in fact statistically trivial, I think a point missed is that the “happy ending” reflects not in fact the story of the Holocaust itself but of what is hoped to be its place in history—as the source of a new sensitivity to oppression, including but not limited to the Jewish resolve that has sustained Israel. For the justification for Schindler’s List as “the story of the Holocaust” includes as well the postwar liberation of the European colonies and the Blacks in the American South. Here and in general, I find it more useful to judge such works in their overall historical context rather than as attempted revisions, or re-visions, of the Holocaust. For the real story of the Holocaust cannot be made into a meaningful fiction, since the vast majority of its characters, those whom we desperately wish to memorialize, were not actors at all, only victims.

My thesis has long been that reaction to the Holocaust lies at the origin of the whole victimary trend of modern thought, in both what I consider its praiseworthy accomplishments and those I admire less—although like nearly all political actions ( except those that can be defined in terms of the Nazi-Jew paradigm of the Holocaust, which is why this very designation is, unsurprisingly, paradoxical) these are subject to the Hayekian principle that the “market” is smarter than its participants, so that a policy that may strike me as unjustified may in fact turn out to have a salutary effect on, say, the achievement of racial equality.

On the level at which this thesis is situated, specific reactions to the Holocaust as a historical event are no longer at issue; the question becomes how to understand the overall movement of thought that we claim this event brought about. To answer those who contest this claim, we must define victimary thinking and show how its categories can be conceived as reactions to the Holocaust. The point of such a discussion is not to prove that those who have made use of victimary categories in political and social thought “had the Holocaust in mind,” nor is it useful to argue with someone who denies either the Holocaust’s reality or its significance. The burden would rather be on such a person to provide an equally coherent alternative model, and only at this point would argument become productive.

But in fact the very notion of victimary thinking has no equivalent in everyday discourse, and not surprisingly there really are no other universal explanatory models. Most intellectuals reject the very idea of “victimary thought” and see themselves rather as defending the oppressed against their oppressors. In contrast, those who accept the idea of the victimary and who are generally critical of the phenomenon it designates are not wont to seek justifications for it in history.

Victimary thinking may be defined without circularly referring to the Holocaust. It is the way of thinking for which any difference between ascriptive or “objective” groups that can be understood as imputing values of superiority and inferiority is absolutely condemned as immoral and inhuman. In this context “ascriptive” may be taken broadly to include sexual orientation and religion as well as the usual categories of race, gender, nationality, social class, etc.

Let me now outline, as I have done in a number of Chronicles (e.g., 90 , 287 , 337 , 380 , 385 ,  392 , 399 …) a skeleton history of postwar victimary thinking. In the first phase, which in the United States was the era of “Civil Rights,” the form of victimization that was condemned was de jure inequality, whose obvious parallel with the Nazi-Jew relationship was rarely stated and, I imagine, seldom thought. The point is not that the living memory of the Holocaust was instrumental in creating a sense of repugnance, but that the Holocaust was experienced historically as a demonstration of the evil of differential relationships on racial lines. No doubt the Holocaust itself took place at a moment of history in which a certain (notably anti-colonial) struggle had already begun and must be understood in part as a reaction to it, as a strong assertion of the validity of “racial superiority” at a moment when this notion, so unproblematic in the previous century, had begun to come under fire. But in the next turn of the dialectic, the horror of Nazism itself, even independently of the still little-mentioned specifics of the Final Solution, was sufficient to fuel what turned out to be successful struggles for racial equality and colonial liberation. This phase of history, whose last triumph was the demise of apartheid in South Africa in 1990-91, is to the extent that historical developments may be so considered, relatively unproblematic; today only a tiny fringe would find acceptable, let alone prefer, the racial/colonial hierarchies of an earlier era.

The “Jewish question” was relatively absent from the vision of Nazism that provided the impetus for these developments, which focused less on the six million than on the general horror of Nazi racism and tyranny. In this period the Jews, rather than insisting on their role as victims, tended rather to be ashamed of it; the question commonly asked of survivors was, “why didn’t you/they fight back?”

It was only in the second, mature phase of postmodernism that victimary thinking fully came into its own. At much the same time, the idea of “the Holocaust” acquired currency, along with the now-familiar images of piles of bodies and suitcases, emaciated prisoners, the Warsaw Ghetto in flames, “selection” on the Auschwitz ramp… as well as the iconic and much-abused figure of Anne Frank, to whom Rosenfeld devotes two full chapters of his book. In this second phase of victimary thinking, those who claimed to be or defend victims learned a new rhetoric of results . It was not enough to demand equal rights; to obtain full equality one had to be compensated for past ills, to be granted a “level playing field.” Victimary thinking has operated ever since with this expanded model, with which is associated a deconstructive theory of history. In this perspective, giving Blacks or women equal rights today cannot suffice to reverse not so much the direct results of past discrimination as the mind-set, indeed, the shared ontology of a world that affirms racial and gender superiority/inferiority. Although the domination of many areas of the university system, corporate hiring, etc., by such considerations has provided victimary groups with considerable financial and other advantages, victims are not expected to be satisfied simply to have acquired “rights” and advantages in the present. On the contrary, they are called as witnesses to the applicability of the Nazi-Jew model to human society in general. For from the beginning, the ethical and intellectual values of these societies have been complicit in the oppression of peripheral victims for the benefit of central authority.

The power of the Holocaust model is simple and absolute. If one wishes to claim, for example, that certain social roles are better fitted to men than women—or, say, that marriage should be restricted to that between a man and a woman—the implicit Nazi analogy renders these judgments as ugly as the caricatures in Der Stürmer . It is of great significance that anti-Jewish prejudice, unlike the standard racial variety, is based on the denial of what is generally an objective superiority— one that can be traced back to the Hebrews’ firstness as the inventors/discoverers of monotheism. The Nazi-Jew paradigm colors all other victimary oppositions with an undertone of envy. Whatever the value of the evidence that, say, Blacks are less intelligent on average than Whites, or women less gifted in the sciences than men, there is certainly no evidence that Jews are less intelligent or gifted than non-Jews— au contraire. If victimary groups are persecuted ultimately for their superiority, then no discrimination of any kind can be objectively justified. Hence the existence of statistical differences between groups with regard to success in any given endeavor (unless the victimary group actually does better, as with Blacks on basketball teams or women in college admissions) is considered prima facie evidence of discrimination.

At this point victimary thinking becomes problematic, for it incorporates two contradictory principles derived from the originary moral model. On the one hand, the firstness of the first user of the sign is not allowed to confer an advantage when it comes to distributing the products of the sparagmos; the exchange of signs, and of the things that are ritually distributed as a result of the exchange of signs, is in principle perfectly symmetrical. On the other hand, in more advanced societies the different roles are expected to be distributed according to the ability to perform them and not by victimary categories. The creation of such categories in the postwar era, however obviously necessary they may appear to us, is a radically new development that is best understood as the legacy of the Holocaust. It is in effect the extension of the Holocaust paradigm to the whole ensemble of social relations. Nothing like “affirmative action” had ever existed, even among persons with great sympathy for groups that are today considered victims and that in the past were simply thought of as deprived of equal rights, such as slaves in the South or women not given the vote. Needless to say, this new victimary consciousness has not done away with social hierarchy, but it has eliminated many selection criteria previously considered “objective,” such as aptitude examinations for civil service work, and spawned affirmative action programs of various kinds, not always in compensation for past prejudice.

Rosenfeld’s material offers confirmation of my assertion that results-oriented victimary thought is a product of the Holocaust, not merely in the broad sense that victimary thinkers make abundant and often reckless use of Holocaust analogies, but more specifically that the very outrageousness of the Holocaust metaphor is essential to creating and imposing the new victimary paradigm on human relations.

Let me take as an example a passage quoted by Rosenfeld from Betty Friedan’s 1963 The Feminine Mystique , the key manifesto of American postwar feminism. This passage can serve us as a test case of “how to talk about the Holocaust,” since it lends itself admirably to Rosenfeld’s critique at the same time as its very enormity justifies my argument that the paradigm inaugurated by the Holocaust is at the heart of modern victimary thought.

[T]he women who “adjust” as housewives, who grow up wanting to be “just a housewife,” are in as much danger as the millions who walked to their own death in the concentration camps—and the millions more who refused to believe that the concentration camps existed. In fact, there is an uncanny, uncomfortable insight into why a woman can so easily lose her sense of self as a housewife in certain psychological observations made of the behavior of prisoners in Nazi concentration camps. In these settings, purposely contrived for the dehumanization of man [sic], the prisoners literally became “walking corpses.” Those who “adjusted” to the conditions of the camps surrendered their human identity and went almost indifferently to their deaths. Strangely enough, the conditions which destroyed the human identity of so many prisoners were not the torture and the brutality, but conditions similar to those which destroy the identity of the American housewife. . . .

It was said . . . that not the SS but the prisoners themselves became their own worst enemy. Because they could not bear to see their situation as it really was—because they denied the very reality of their problem, and finally “adjusted” to the camp itself as if it were the only reality—they were caught in the prison of their own minds. . . . All this seems terribly remote from the easy life of the American suburban housewife. But is [not] her house in reality a comfortable concentration camp? (48, quoting p. 305-07)

Here is Rosenfeld’s reaction to this passage:

“In reality,” her house is nothing of the sort, and a clear-thinking person knows that the comparison is a foolish one. . . . [W]hat we confront in Friedan’s book goes beyond merely hyperbolic thinking to something close to the shut-down of thought itself. For no one who thinks at all lucidly can possibly see a connection “in reality” between the situation of middle-class American housewives of the postwar period, no matter how bored they might be, and the wartime condition of inmates in the Nazi camps. (48)

In the paragraphs that follow, Rosenfeld attempts to explain Friedan’s use of this comparison, using ideas from Christopher Lasch and Tzvetan Todorov. But at bottom his “explanation” is simply a restatement of the facts. Rosenfeld alleges that “a politics of suffering and victimization has been developing within American society over the past several decades . . . whose proponents draw on the pervasive presence of Holocaust images in order to garner for themselves a certain moral superiority that victims have come to enjoy in our society.” Well, yes, but explaining the use of victimary imagery by “a certain moral superiority that victims have come to enjoy” is mere tautological wordplay.

But the basis for my remark that it is tautological is precisely my theoretical claim that it is truly the Holocaust that is the source of this rhetoric, which is not always as clearly derivative of its model as this particular example. And this means that calling it “rhetoric” and emphasizing as Rosenfeld does the “images” of the Holocaust in Friedan’s passage in fact obscures the real impact of the Holocaust on victimary thought. For these vocabulary elements need not be present in the text, and indeed, the course of victimary rhetoric has been to abandon the Nazi image, except to the extent it can be associated with the “West” and particularly with Israel. When Edward Said proposes “Orientalism” as the model for the West’s dismissive and ultimately oppressive attitude toward its “other,” the last thing he wants us to think of is the West’s oppression of its internal other, the Jews. In principle, at least, Rosenfeld should be happy with this development, as indeed he might be if it were not the flip side of Muslim-inspired neo-antisemitism that reviles Israel while reprinting Mein Kampf and the Protocols of the Elders of Zion . But precisely, the filiation of victimary thought with the Holocaust is not one of images but of paradigms, and the paradigm of oppressor vs. oppressed race/social group/gender/etc., is far more durable and significant than images of stacked bodies and false shower rooms.

What we observe in Friedan is an early, and for today’s reader strikingly naïve, use of this paradigm. But let us note how she uses it, before the Berkeley uprising of 1965, before the campus/French revolt of 1968, at a time when “affirmative action” (which dates—dixit Wikipedia—from a JFK Executive Order in 1961) was in its infancy and “diversity,” which college presidents today cannot form two consecutive sentences on any subject without mentioning, was as yet unknown. Friedan cannot claim that her housewives suffer physically, nor even that they are mentally tortured by… whom exactly? The SS is mentioned only to be dismissed, since not even the most uncompromising feminist could find an analogy between these women’s poor husbands and the SS. The real point is that the prisoners themselves became their own worst enemy , that the housewives/prisoners internalize their oppression and adjust to it. Today such language might be accused of “blaming the victim”; it is made palatable only by the extreme nature of the overall model, which allows the assimilation of the housewives’ oppression to Nazism on the condition that it be a Nazism without Nazis.

For the fact that the women’s material conditions are at the antipodes of those of Auschwitz inmates, far from leading us to dismiss Friedan’s comparison as “the shut-down of thought itself,” is precisely meant to caution us against rejecting it. Adjustment is the real problem, and although in the housewives’ world no oppressor is indicated, it is the system of oppression that is at fault. The point of this analogy is that any acquiescence in an oppressive system is the virtual equivalent of accepting the role of the oppressed in the Nazi-Jew model, something that no self-respecting human being should react to with anything but outrage, even unto death. But as Adam Katz would point out, and as the partisans of victimary thinking prefer to ignore, this analogy is only useful to the extent that it is being offered in a social context where it is not valid, where it can have an impact on us precisely because we are not Nazis and are shocked by the accusation that our notion of normality is “really the same as” Auschwitz.

Although Friedan isn’t proposing here anything like “affirmative action,” she clearly shows us where the Holocaust paradigm is going. This is no longer Civil Rights language; it is the language of absolute oppression, a pre-philosophical form of deconstruction, for which any acceptation of differential status—such as adjustment to a preestablished gender role—is equivalent to assuming the zombie-like status of prisoners who go unresistingly to their deaths. This is, to use a word that would have a considerable fortune a few decades later, the state of abjection.

However tasteless its rhetoric, Friedan’s book was instrumental in kicking off a neo-feminism that fifty years later has led American women to attend college in considerably higher proportion and with considerably greater success than men, to run for president, and to enter and in some cases dominate formerly male-dominated professions. Thus in condemning Friedan’s rhetoric for its wild reference to the Holocaust, we risk failing to notice what the outcome of reaction to the Holocaust through the mediation of such rhetoric has really been, leading both to the creation of a more gender-equal world and to the problematization of all remaining areas of non-reciprocity, justifiable or not. It is possible to feel disgust with the assimilation of suburban housewives to Nazi prisoners and yet to understand that Friedan’s overall (and generally valid) point in encouraging suburban housewives to look beyond their current roles is an example of the historical power of the Holocaust to generate victimary thought, independently of Friedan’s or anyone else’s specific use of Holocaust metaphors or images.

To conclude with an example of the persistence of this kind of rhetoric nearly fifty years later, here is an extract from the acknowledgement section of a 2008 UCLA doctoral dissertation.

I am . . . compelled to acknowledge the existence of demeaning plantation politics at UCLA, which also significantly and consistently contributed to my UCLA experience. While I carry a tremendous amount of resentment regarding experiences that can best be described as a new millennium form of Jim Crow, I have also gained a tremendous amount of strength from surviving, overcoming and conquering the demon of racism and the racist demons that exist and operate at the University of California Los Angeles.

The Nazis have been replaced by slave-drivers, but the rhetoric makes the same unbridled use of a stigmatized relationship of oppression to condemn phenomena that the author feels no need to describe in any detail. No doubt this example is more of an expression of personal hurt and resentment than an attempt to make other Black students conscious of their oppression. But this only makes it a more convincing illustration of the persistence of a model that, whatever the imagery used here, has its source not in American slavery but in the Holocaust, which brought forth a victimary paradigm that continues to dominate the postmodern era over 65 years after the end of WWII.

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Holocaust Thesis Statement

Type of paper: Thesis

Topic: History , Middle East , Literature , Books , Racism , Website , Holocaust , Adolf Hitler

Published: 12/12/2019

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The following work is our  essay database example, please do not pose it as your own essay.

The Holocaust was the planned and state-supported execution of around six million Jews. The persecution was carried out by the Nazi administration and its supporters. The Nazis, came to rule in Germany in 1933; they deemed Jews as inferior to Germans and that they were contaminating the German community. The Nazi reign continued until 1945 when they were finally defeated. As well as targeting Jews, the Nazis also singled out gypsies, homosexuals, those with disabilities and Jehovah’s Witnesses. In fact, any person who put up resistance to the Nazi’s was either sent to a labour camp or was killed. Although the common name for Nazi camps is “concentration camps,” there were several types of camp. These included concentration camps, extermination camps, labour camps, prisoner-of-war camps and transit camps. Life for the Jews within the camps was awful. Prisoners were made to work hard with very little food. Furthermore, they had to sleep up to three people on one bare wooden bunk. There was also a great deal of torture and killing in the camps. At several concentration camps, Nazi physicians carried out medical experiments on the Jews without their consent. While the concentration camps were designed to make the prisoners work hard while starving them to death, extermination camps were designed to kill large numbers of people quickly and without fuss. It is difficult to comment on which of these camps would have been worse. Although it is generally accepted that these atrocities took place, there are people who deny the Holocaust. Such people sometimes claim that the Nazi government had no official policy to eradicate the Jews. Others claim that the Nazis did not use extermination camps or gas chambers to carry out mass killings. Holocaust deniers do not tend to agree to the word “denial” as a definition of their point of view. Instead, they use the word “revisionism.” However, they cannot use this term in a historical sense as they largely ignore historical evidence in formulating their arguments. Although Holocaust Denial is actually illegal in many countries, there are still people who take up the position. However, there is a vast wealth of historical evidence which confirms that the mass-murder of Jews did take place, in a premeditated fashion, by the Nazi rule.

Annotated Bibliography

Gilbert, M. (1989). The Holocaust. Harper Collins: New Ed edition. This book provides a detailed account of the Jews’ experience of the Holocaust. It is told in the words of men and women who were actually there and lived through it. This is a disturbing book with some graphic descriptions of events. It is likely to prove useful in my research as it draws on real life experiences.

Longerich, P. (2010). Holocaust: The Nazi Persecution and Murder of the Jews. OUP Oxford.

This book offers a broad history of the Nazi persecution and murder of European Jews. It particularly concentrates on the perpetrators and looks carefully at the decision making processes that took place. Longerich claims that anti-Semitism was not a simple consequence of the Nazis' political enlistment or an effort to deflect attention, but that the disappearance of Jews was planned as the initial step nearer a racially homogeneous society. As this book pays attention to the perpetrators, it will prove useful in my research process. It is relatively unbiased which is also an advantage.

Lipstadt, D. (1994). Denying the Holocaust: A Growing Assault on Truth and Memory. Penguin.

In this book of Holocaust denial history, Deborah Lipstadt explains how this illogical idea has not only carried on gaining supporters but has also developed into an internationally structured movement. This source will be of large assistance to me when I come to write my section on Holocaust denial.

Shermer, M. (2009). Denying History: Who Says the Holocaust Never Happened and Why do they Say it? University of California Press.

This book takes a brave and detailed look at the people who claim that the Holocaust never happened and investigates the impetuses driving such statements. Historians Michael Shermer and Alex Grobman have absorbed themselves in the thoughts and culture of the deniers in an attempt to get to the bottom of their argument. This book will be useful in writing about Holocaust denial and, indeed, in the proof that it did happen.

Think Quest Library. The Holocaust: A Tragic Legacy. Retrieved from http://library.thinkquest.org/12663/

This award winning website provides a solid grounding to the Holocaust as a whole. There is a detailed timeline which clearly sets out the chain of events leading up to and beyond the Holocaust. This website will be useful in providing an insight into the Holocaust, with pages that are easy to use. Finding information on this site will be quick and simple.

Auschwitz. The Holocaust: Crimes, Heroes and Villains. Retrieved from http://www.auschwitz.dk/

Perhaps the most useful and unique thing about this website is its range of biographies of key players within the Holocaust. I will be able to cross reference the information here, especially with the book by Longerich, in building up a picture of the motivation behind the Nazi rule.

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Why did the Holocaust happen?

Antisemitism was one of the most fundamental causes of the Holocaust. The banner in this picture reads ‘Germany does not buy from Jews’. This photograph is taken from The Wiener Holocaust Library’s Motorcycle Album , a collection of photographs taken on a journey from the Dutch border to Berlin in 1935.

Courtesy of The Wiener Holocaust Library Collections.

The Holocaust was the culmination of a number of factors over a number of years.

Historic antisemitism , the rise of eugenics and nationalism , the aftermath of the First World War, the rise of the Nazis, the role of Adolf Hitler, the internal operation of the Nazi state, the Second World War and collaboration all played key roles in the timing and scale of the final catastrophe.

This section aims to explore how these individual factors contributed to the Holocaust.

Nationalism and the First World War

This leaflet was produced and distributed by the Deutsche Fichte-Bund , a nationalist organisation founded in Hamburg in 1914. The organisation spread nationalist and antisemitic propaganda in Germany and across the world.

German military personnel serving in the First World War pictured in Aisne, Northern France, in July 1915.

Following the Enlightenment (late seventeenth century – early nineteenth century), there was a growth in nationalism . The rise in nationalism intensified the rise in antisemitism, which had also been growing since the Enlightenment. The First World War (1914-1918) strengthened these feelings of nationalism across Europe, as nations were pitted against each other.

In 1918, Germany lost the First World War . Many people within Germany, including Adolf Hitler, found this loss very difficult and humiliating to process. Instead, many looked for scapegoats to blame.

This led to the Stab-in-the-Back Myth. The Stab-in-the-Back Myth was the belief that the German Army did not lose the First World War on the battlefield, but was instead betrayed by communists , socialists and Jews on the home front. This myth fostered the growth of extreme antisemitism , nationalism and anti-communism .

These feelings were exacerbated further by the Treaty of Versailles in 1919. The Treaty of Versailles forced Germany to admit complete responsibility for the war; pay large amounts of reparations (which undermined the Germany post-war economy); give up significant proportions of land, and limited the size of its army. The Treaty was extremely unpopular in Germany, where the public regarded it as a diktat (dictated peace). This led to a lack of faith in the Weimar Republic , the newly established regime of rule in Germany.

The unsettled conditions in Germany encouraged the popularity of nationalism and nostalgia for the country’s pre-war strength. Nationalism was a key factor in the rise in popularity of nationalist political parties such as the Nazis, and, in turn, ideas such as antisemitism.

Eugenics and antisemitism

An Ahnenpass or ancestry pass belonging to Rita Jarmes. Ancestry passes were used to demonstrate Aryan heritage in Nazi Germany. The Nazis often requested Ahnenpasses as proof for of eligibility for certain professions, or citizenship after 1935.

This poster, entitled ‘recreation, friends, health’, depicts an ‘ideal’ German child in accordance to the Nazis’ vision and beliefs in eugenics.

This pamphlet, entitled Aryan Worldview , was published by Houston Stewart Chamberlain in Berlin in 1905. Chamberlain was an advocate of the racial superiority of ‘Aryans’. His ideas influenced Adolf Hitler and were used by the Nazis as justification for their racial policies.

Robert Ritter (1901-1951) was a German ‘racial scientist’ in the Nazi regime. Ritter’s research into the eugenics of Roma led to his appointment as head of the Racial Hygiene and Demographic Biology Research Unit. Ritter’s work to classify Roma aided and justified the Nazis discrimination, persecution, and execution of Roma. Here, Ritter [right] is pictured doing research in 1936

Courtesy of Bundesarchiv (R 165 Bild-244-71 / CC-BY-SA 3.0) [Public Domain].

Once in power, the Nazis initiated extensive antisemitic legislation. This letter is a translation of a list of antisemitic measures issued by Göring on 28 December 1938.

A photograph showing an antisemitic street sign in Mainbernheim, central Germany, taken in September 1935. The sign reads ‘The Jew is our misfortune. He shall stay away from us’. This photograph is taken from The Wiener Holocaust Library’s Motorcycle Album , a collection of photographs taken on a journey from the Dutch border to Berlin in 1935.

In addition to the rise in nationalism, the modern age saw the rise of racist ideas such eugenics and antisemitism . Both of these ideas lay at the heart of Nazi ideology, and eventually informed their persecutory and genocidal policies.

Following the publication of Charles Darwin’s On the Origin of Species by Means of Natural Selection in 1859, the study of eugenics became extremely popular. Eugenics is the science of regulating a population through controlled breeding. Eugenic scientists aimed to eliminate traits believed to be undesirable, and encourage those that were ‘desirable’ in order to ‘improve’ the human race. This idea was dangerous as it suggested that certain groups were superior to others. Eugenics quickly became misused by far-right groups.

Hitler and the Nazis later used the popularity of eugenics and the theory of Social Darwinists as a pseudo-scientific justification to support their idea that non-‘ Aryans ‘ were inferior races, and should therefore be exterminated.

Antisemitism

Antisemitism  was one of the most fundamental causes of the Holocaust.

The rise of antisemitism over the course of the early twentieth century was extremely dangerous. It allowed an overtly antisemitic party such as the Nazis to come to power in 1933.

Hitler and the Nazis considered Jews to be an inferior race of people, who set out to weaken other races and take over the world. Hitler believed that Jews were particularly destructive to the German ‘ Aryan ’ race, and did not have any place in Nazi Germany.

The Nazis’ implemented antisemitic laws, which persecuted and oppressed Jews, and eventually led to their deportation and mass murder.

Rise of the Nazis and Adolf Hitler

This poster was used to promote Hitler in the 1932 Reichspräsident  elections, where he ran against Hindenburg for the presidency. Hitler lost the election, with 36.8% of the vote to Hindenburg’s 53%. Despite losing, the election put Hitler on the map as a credible politician. The poster states ’Hesse chooses Hitler!’

This poster, also used in the 1932 Reichspräsident  elections was aimed specifically at women, emphasising Hitler’s proposed policies on family life.

The Nazis’ rise to power , and the role of Adolf Hitler himself, is one of the primary causes of the Holocaust. The Nazis initiated, organised and directed the genocide and their racist ideology underpinned it.

The Nazi rise to power 

The Nazis’ ideology rested on several key ideas , such as nationalism, racial superiority, antisemitism, and anticommunism. These ideas were popular in Germany in the 1920s and early 1930s, as the economic and political situation fluctuated and then, following the Wall Street Crash in 1929, quickly deteriorated.

In these uncertain times, the Nazi Party appeared to offer hope, political stability and prosperity. In 1932, the Nazis became the biggest party in the Reichstag , with 37.3% of the vote.

Shortly afterwards, on 30 January 1933, Hitler was appointed Chancellor. The Nazis quickly consolidated their power, taking advantage of the Reichstag Fire of February 1933   to begin their reign of terror. Whilst primarily aimed at political enemies, the infrastructure of camps and institutionalised torture used in these initial months provided the groundwork for the camp system which later facilitated mass murder. Although not the subject of mass arrests in the same way that many political prisoners were initially, Jews were quickly targeted by the Nazi regime.

The Nazis’ persecution of Jews started with exclusionary policies, eliminating Jews from certain professions and educational opportunities and encouraging them to emigrate. As their power became more secure, the Nazis quickly escalated to more direct persecution, such as the Nuremberg Laws of 1935 which stripped Jews of their citizenship and Kristallnacht (an antisemitic pogrom ) in 1938. This escalation of oppression continued to intensify and radicalise until the outbreak of war, where it quickly became more lethal, and, eventually, genocidal.

The role of Adolf Hitler

As leader of the Nazi Party, Adolf Hitler played a key role in the ideas behind, the events leading up to, and the unfolding of, the Holocaust.

Prior to their election, the Nazis shaped their propaganda to present Hitler as a strong leader that could return Germany from the uncertain circumstances of the time to its former glory. In the early years, Hitler was the driving force behind the Nazis, and made key changes to the party’s structure, branding and methods to turn it into a credible political force.

Once elected, Hitler rarely took part in direct actions against Jews or other internal enemies, instead directing his security forces, the SS , SA and SD , and their leader, Heinrich Himmler, to carry out this work. Whilst not physically involved, Hitler was involved in all major policy decisions, including persecutory policies and events. This is evidenced by his personal approval for the secret euthanasia programme of the disabled, T-4 , in Autumn 1939.

Hitler’s fanatic antisemitism , nationalism and anticommunism propelled Nazi ideology, and later, the Holocaust. Hitler’s expansionist policies, such as Lebensraum   pushed Europe into the Second World War. This, alongside other factors, had severe ramifications for European Jews.

Radicalisation of the administration of the Nazi state

The Nazi policy of Gleichschaltung resulted in the expulsion of many Jews from their jobs. Prior to the Nazi rise to power Wilhelm Meno Simon (1885 – 1966) worked as an assistant judge and senior lawyer in Berlin. In 1933, following as the Nazis applied their policy of Gleichschaltung, Wilhelm was reduced to working as a notary. Here, Wilhelm is pictured with his son, Bernd.

In 1938, following Kristallnacht , Simon emigrated to Britain (where his wife, Gerty, and son, Bernard, were already living) to escape further Nazi persecution. This is a copy of his sponsorship document, which, by 1938, was needed in order to get a visa for Britain.

Shortly after being elected into power, the Nazis set about radicalising the infrastructure of government to suit their needs.

Gleichschaltung (Co-ordination)

Gleichschaltung was the process of the Nazi Party taking control over or reforming all aspects of government in Germany. It is otherwise known as coordination or Nazification.

One of the first institutions to be targeted for reform was the Civil Service . On 7 April 1933, the Nazis passed the Act for the Restoration of the Professional Civil Service , legalising the removal of anyone of non-Aryan descent from the civil service. Amongst other things, this act removed any judges that were deemed non-compliant with Nazi laws or principles, and therefore paved the way for legalising future radical persecutory actions against the Jews and other enemies of the Nazis. Those that remained in the Civil Service quickly became aware of how enemies of the regime were treated by the SS, and having benefitted from the spaces left by their Jewish colleagues, were unlikely to speak out in their favour.

This process of co-ordination was repeated through almost all aspects of government policy, which helped to align existing institutions to be sympathetic (and obedient) to Nazi ideology. This, in turn, allowed the Nazis to continue to push the boundaries of, and slowly radicalise, persecution.

Cumulative radicalisation

In addition to taking over existing government departments, the Nazis also created new departments of their own. These frequently carried out similar functions to pre-existing departments, often resulting in overlap on policy. An example of this is the Office of the Four Year Plan (created in 1936) and the already existing Economics Ministry, which both had power over economic policy.

This internal duplication meant that many elements of the regime were forced to compete with each other for power. Each office took increasingly radical steps to solidify its favour with Hitler, and in turn, its authority. The process is often referred to as ‘working towards the Führer’: the idea that the Nazi state attempted to anticipate and develop policy in line with Hitler’s wishes, without him being directly involved. Goebbels’ organisation of  Kristallnacht can be used as an example of ‘working towards the Führer’ – Hitler did not directly authorise the event, but it was carried out with his racist ideology and wishes in mind.

The competition and constant radicalisation meant that the administration and bureaucracy of the Nazi state was chaotic. This chaos increased over time because of a lack of clear lines of accountability. For example, even though, in theory, Himmler was answerable to Minister of the Interior Wilhelm Frick, in reality he only ever received orders from Hitler himself.

As the Second World War progressed, the administration of the Nazi state became even further radicalised. New territories created new positions of power which further increased the radicalisation of ideological policy. The SS competed with senior party members and army officers for these positions and jurisdiction in the newly occupied areas. This internal competition in policy again pushed the radicalisation of policy as each organisation grappled for control, especially where there were ‘security concerns’ in the newly occupied areas.

The effect of the Second World War

The Second World War resulted in an extensive radicalisation of the Nazis’ antisemitic policy.

The first major radicalising action that resulted from the war was the creation of ghettos following the invasion of Poland on 1 September 1939. This resulted in three million Jews coming under German control. In order to contain the Jewish population, the Nazis forcibly segregated these Jews from the local population and placed them into ghettos. This was a large escalation of the Nazis’ previous antisemitic policy.

As the war continued it became clear that both the Magagascar Plan and the Generalplan Ost were infeasible, and it would not be possible to forcibly deport and resettle the Jewish population of Europe.

The invasion of the Soviet Union in June 1941 further escalated lethal actions towards Jews. In the lead up to the invasion, Joseph Goebbels ’ propaganda against Jews and, specifically OstJuden (eastern Jews), became even more vicious. This propaganda not only gave justification for the invasion of the Soviet Union, but directly linked the invasion to Jews.

As the historian Donald Bloxham wrote, ‘The very decision to go to war presupposed a racial mindset…everything that happened in war was liable to be interpreted in that light: frustrations were the cause for ‘revenge’; successes provided opportunities to create facts on the ground’ [Donald Bloxham,  The Final Solution A Genocide , (United States: Oxford University Press, 2009), p.174].

Following behind the Germany Army throughout the invasion and subsequent partial occupation, the Einsatzgruppen conducted mass shootings of communists , Jews and any others thought to be enemies of the Nazi state. As the invasion of the Soviet Union slowed and the tide of war turned against the Nazis, actions against the Jews were further intensified. They were once again used as scapegoats for Germany’s military failures.

These actions culminated in the Wannsee Conference of January 1942 , which coordinated the Nazis genocidal policy towards the Jews and resulted in the establishment of six extermination camps.

The Second World War played a vital role in radicalising the Nazis’ antisemitic policy into genocide. The Nazis reacted to some events in the war by escalating their actions against Jews. One example of this is the murder of Reinhard Heydrich and the subsequent mass killings of civilians and the liquidation of the village of Lidice.

Collaboration

This testimony, given by Oscar Michelson in 1948 as part o f The Wiener Holocaust Library’s eyewitness testimony project , discusses the actions of the Nazis and Lithuanian officials in 1940 in Kovno, Lithuania.

German Army soldiers film the massacre of Jews in the Lvov Pogroms of July 1941, carried out by the Einsatzgruppe C and the Ukrainian National Militia.

This excerpt is taken from a situation report sent to the Chief of the Security Police and SD Reinhard Heydrich on 30 June 1941. The report details the involvement and collaboration of local Lithuanians in Kovno.

This document is a translation used in the Nuremberg War Crimes Trials.

The Nazis did not carry out the Holocaust alone. Their descent into genocide was assisted and carried out by collaborators: individuals, groups and governments that helped the Nazis to persecute and murder their victims. Without the aid of these collaborators, the Nazis would not have been able to carry out the Holocaust to the same extent or at the same pace.

Collaboration took many forms.

On the home front in Germany, some civilians actively collaborated with the Nazis to implement their antisemitic persecutory polices, such as denunciating Jewish neighbours or colleagues, or helping to implement antisemitic laws.

This form of collaboration reinforced antisemitic laws and obedience to the regime, which allowed the Nazis to slowly push and escalate the boundaries of acceptable levels of persecution.

Occupied countries

The most active, direct and deadly collaboration took place in the countries occupied by, or aligned with, the Nazis across Europe.

In the Seventh Fort, a concentration camp in Lithuania, Lithuanian police and militia acted as guards and participated in daily mass rapes, tortures, and murders. In Lvov, which is now part of modern-day Ukraine, pogroms organised by the Organisation of Ukrainian Nationalists and the Ukrainian National Militia resulted in the deaths and torture of thousands of Jews in June and July 1941. In Romania, the Antonescu regime widely collaborated with the Nazis to murder their Jewish inhabitants. Approximately 270,000 Romanian Jews were killed in the Holocaust.

These are just three examples of widespread collaboration with the Nazis.

The motivations behind these acts of collaboration are complex. Some acted in accordance with historic antisemitic views, others were motivated by potentials for economic gain, others did so out of fear.

Whatever their motivation, the effects of widespread collaboration for the Jewish population in the occupied countries of Europe were lethal. The participation of countries occupied by or aligned with Nazi Germany greatly extended the Nazis’ reach and speed at which the Holocaust unfolded, with fatal consequences.

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Resistance, responses and collaboration

What happened in july.

On 14 July 1933, the Sterilisation Law was passed. This made sterilisation of the disabled compulsory.

On 20 July 1933, the Vatican signed a Concordat with the Nazis. This made the Vatican the first state to officially recognise Nazi Germany.

On 12 July 1936, Sachsenhausen Concentration Camp was established in Oranienburg, near Berlin.

On 19 July 1937, an exhibition in Munich opened on 'Degenerate Art', presenting modern art as corrupt and un-German.

On 6 July 1938, the Evian Conference began. The conference was called to discuss the growing refugee problem in Europe.

On 22 July 1944, the extermination camp Majdanek was liberated by Soviet troops.

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Dramatic narratives and the holocaust

Stevenson, Mariela Jane. (1998) Dramatic narratives and the holocaust. PhD thesis, University of Glasgow.

This thesis analyses dramatic and historical narratives about the Holocaust. Primarily, it focuses on Israeli, German and Austrian writers from the time of the Final solution (1941) to the mid 1990s. In particular, I will highlight how the 'trauma' of the Holocaust has influenced collective identity in these countries and how writers have either affirmed or deconstructed narratives of history and identity which have emerged since World War Two. To understand fully the various narratives which have developed, it is important to refer to the artistic achievements both of the victims of National Socialism and the survivors whose accounts are often at variance with narratives typical of Israeli and German writers. Chapter One, therefore, is a detailed account of how those who were experiencing Nazism first hand interpreted their situation in contrast to how those in exile or in Palestine emplotted the atrocity stories from Europe.

The rest of the thesis charts how narratives of the Holocaust are subtly re-figured according to political Zeitgeist - what Walter Benjamin called Jetztzeit, the blasting of history out of its continuum to service contemporary political needs. This thesis aims to show that narratives and representations of the Holocaust both in Israel, Germany and Austria mutate according to contemporary events. Today, whilst it is generally agreed that there is no such thing as an objective, concrete past, and that historic events are called upon to help interpret current complexities, the Holocaust in Israel and the Germanies has been consciously deployed to shape interpretations of present considerations by revisionism. This has caused consternation among many in the Jewish community who assert that, as the Holocaust is a unique event, to use it for analogous discussion denigrates the memory of the victims. Others maintain that the Holocaust is but one example of human depravity and holds many lessons for the contemporary world. This thesis asks whether the Holocaust can be viewed simultaneously both as a typical and an atypical event without denigrating the victims or generating simplistic analogies.

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HIST B323 History of the Holocaust

• Finding Books
• Sources for Researching the Holocaust
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Guide created by Scott Libson. Updated in January 2024 by Catherine J. Minter. Feel free to contact Catherine if you need help.

The Holocaust

• Search Terms/Subjects
• Bibliographies
• Encyclopedias
• Scholarly Journals & Articles

Library of Congress Subject Headings:

• Anti-Nazi Movement
• Holocaust, Jewish (1939-1945)--Fiction
• Holocaust, Jewish (1939-1945)--Germany
• Holocaust, Jewish (1939-1945)--Historiography
• Holocaust, Jewish (1939-1945)--Influence
• Holocaust Denial
• Holocaust Memorials
• Holocaust Survivors
• Germany--Politics and government--1933-1945.
• Germany--History--1933-1945.
• Jews--Germany--History--1933-1945.
• Jews--Persecutions--Germany.
• National Socialism
• World War, 1939-1945
• World War, 1939-1945--Concentration Camps
• Basic Bibliography of the Holocaust (Yad Vashem) Comprehensive and current, this bibliography is subdivided into various Holocaust-related topics and includes about four to twenty-five books on each topic.
• Bibliography of Holocaust Literature by Abraham J. Edelheit; Hershel Edelheit Call Number: Wells Library - Stacks -- Z6374.H6 E33 1986 (a second copy with the same call number is in the Wells Library Reference Reading Room) ISBN: 081337233X Publication Date: 1986-11-09 This is a massive, if dated, bibliography of English-language materials on the Holocaust. It includes an author index, introductory essays, and some annotations. See also the Edelheits' supplement , with 6,500 additional entries, published in 1990.
• The Columbia Guide to the Holocaust by Donald L. Niewyk; Francis R. Nicosia Call Number: E-book, also available in print: Wells Library - Stacks -- D804.3 .N54 2000 ISBN: 9780231505901 Publication Date: 2000 This invaluable resource provides a multidimensional survey of the Holocaust, essentially integrating five separate books into one comprehensive reference tool: a historical overview; a guide to Holocaust controversies; an A-to-Z encyclopedia of people, places, and terms; a chronology; and a comprehensive resource guide. Whether used separately for their individual merits or approached as an integrated whole, the five sections of this informative volume constitute an indispensable contribution to the study of the Holocaust.
• European Jewish Research Archive A free-to-use and comprehensive repository of social research on European Jews since 1990.
• The Oryx Holocaust Sourcebook by William R. Fernekes Call Number: Wells Library - Reference Reading Room -- Z6374.H6 F47 2002 ISBN: 1573562955 Publication Date: 2002-05-30 The Oryx Holocaust Sourcebook provides a comprehensive selection of high quality resources in the field of Holocaust studies. The Sourcebook's 17 chapters cover general reference works; narrative histories; monographs in the social sciences; fiction, drama, and poetry; books for children and young adults; periodicals; primary sources; electronic resources in various formats; audiovisual materials; photographs; music; film and video; educational and teaching materials; and information on organizations, museums, and memorials. In addition, each chapter begins with a concise overview essay.

An extensive bibliography compiled by scholars in Jewish Studies and related fields.

Selective bibliography of academic articles covering all of the fields of Jewish studies as well as the study of Eretz Israel and the State of Israel. RAMBI is based largely on the collections of the National Library of Israel. Includes references to articles in Hebrew, Latin, or Cyrillic letters.

• United States Holocaust Memorial Museum Bibliographies The bibliographies "list only materials that are in the Museum Library’s collection or available online. They are not meant to be exhaustive. In most cases, annotations are provided to help the user determine each item’s focus, and call numbers for the Museum’s Library are given in parentheses following each citation."
• Children of the Holocaust by Paul R. Bartrop; Eve E. Grimm Call Number: E-book ISBN: 9781440868535 Publication Date: 2020 This important reference work highlights a number of disparate themes relating to the experience of children during the Holocaust, showing their vulnerability and how some heroic people sought to save their lives amid the horrors perpetrated by the Nazi regime. In addition to more than 125 entries, this book features 10 illuminating primary source documents, ranging from personal accounts to Nazi statements regarding what the fate of Jewish children should be to statements from refugee leaders considering how to help Jewish children after World War II ended.
• The Encyclopedia of Jewish Life Before and During the Holocaust by Shmuel Spector (Editor); Geoffrey Wigoder (Editor); Elie Wiesel (Introduction by) Call Number: Wells Library - Reference Reading Room -- DS135.E8 E45 2001 ISBN: 0814793568 Publication Date: 2001-07-01 "Today throughout much of Europe, North Africa and the Middle East, only fragmentary remnants of once thriving Jewish communities can be found as evidence of more than two thousand years of vibrant Jewish presence among the nations of the world. These communities, many of them ancient, were systematically destroyed by Hitler's forces during the Holocaust. Yet each of their stories-from small village enclaves to large urban centers-is unique in its details and represents one of the countless intertwined threads that comprise the rich tapestry of Jewish history. The Encyclopedia of Jewish Life before and during the Holocaust captures these lost images. In three volumes, it chronicles the people, habits and customs of more than 6,500 Jewish communities that thrived during the early part of the twentieth century only to be changed irrevocably by the war."
• Encyclopedia of the Holocaust by Schmuel Spector (Editor); Robert Rozett (Editor) Call Number: Wells Library - Reference Reading Room -- D804.25 .E53 2000 ISBN: 0816043337 Publication Date: 2000 Written in association with Yad Vashem, this encyclopedia features eight essays on the Holocaust on such topics as the history of European Jewry, Jewish achievements and contributions to European culture, and the rise of antisemitism.
• The Holocaust: an Encyclopedia and Document Collection [4 Volumes] by Paul R. Bartrop (Editor); Michael Dickerman (Editor) Call Number: E-book, also available in print: Wells Library - Undergraduate Services - Core Collection -- D804.25 .H655 2017 ISBN: 9781440840845 Publication Date: 2017 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.

An encyclopedia with extra features concerning the Holocaust and the principal figures involved.

The Holocaust Encyclopedia includes items on all aspects of the Holocaust and the central figures involved in the Nazi attempt to annihilate the Jewish population of Europe. In addition to the searchable entries of the Encyclopedia itself, the site, sponsored by the National Holocaust Museum, includes historical films, photographs,lists of book titles and scholarly journals, and guides to archival resources, among them a guide to oral histories. There are additional materials, such as a search of identity numbers, with biographies, and resources for the study of genocide in general.

• The Holocaust Encyclopedia by Walter Laqueur (Editor); Judith Tydor Baumel Call Number: E-book, also available in print: Wells Library - Reference Reading Room -- D804.25 .H66 2001 ISBN: 0300084323 Publication Date: 2001 The Holocaust has been the subject of countless books, works of art, and memorials. Fifty-five years after the fact the world still ponders the enormity of this disaster. The Holocaust Encyclopedia is the only comprehensive single-volume work of reference providing both a reflective overview of the subject and abundant detail concerning major events, policy decisions, cities, and individuals.
• Holocaust Survivors by Emily Taitz (Editor) Call Number: Wells Library - Undergraduate Services - Core Collection -- D804.3 .T34 2007 ISBN: 9780313336768 Publication Date: 2007 Although there are more and more Holocaust memoirs on the market, this essential collection is the first to present such a large number of biographical profiles of survivors for a broad readership. Holocaust Survivors: A Biographical Dictionary comprises 278 entries on more than 500 survivors of the World War II genocide. The profiles, averaging 500 words, are mostly of Jews, both individuals and family members, from throughout Europe. Organized alphabetically, the essays cover their background, circumstances and ordeals during the war, aftermath, and life achievements, including family and career. Most are on ordinary people who have extraordinary life stories.

Presents comprehensive information and documents on modern genocide, focusing on the beginning of the 20th century to the present day.

Includes more than 300 primary sources such as memoirs, narratives, and domestic and international legal documents that illustrate the progression and outcome of genocide, as well as first-hand accounts that depict its impact on entire societies as well as on the lives of individuals.

• Perpetrating the Holocaust: Leaders, Enablers, and Collaborators by Paul R. Bartrop; Eve E. Grimm Call Number: E-book, also available in print: ISBN: 9781440858970 Publication Date: 2019 Weaving together a number of disparate themes relating to Holocaust perpetrators, this book shows how Nazi Germany propelled a vast number of Europeans to try to re-engineer the population base of the continent through mass murder.
• The United States Holocaust Memorial Museum Encyclopedia of Camps and Ghettos, 1933-1945, Volume I by Geoffrey P. Megargee (Editor) Call Number: E-book, also available in print: Wells Library - Stacks -- D805.A2 U55 2009 ISBN: 9780253353283 Publication Date: 2009 The Nazis and their allies ran more than 44,000 camps, ghettos, and other sites of detention, persecution, forced labor, and murder during the Holocaust. Few people know about the breadth of the Nazi camp system and the conditions in those places—including the broad range of prisoner experiences. The Encyclopedia of Camps and Ghettos, 1933–1945 , aims to answer basic questions about as many of those sites as possible. As of July 2020, three of the expected seven volumes have been published. Volumes I and II are available for free from the US Holocaust Memorial Museum . The link above goes to the IUCAT record for volume I. Here are the links for volume II and volume III .

Freely Available Websites:

• Guide to Holocaust Websites List created by Professor Mark Roseman. Largely primary sources, but also many secondary sources.
• AHEYM: The Archive of Historical and Ethnographic Yiddish Memories The Archives of Historical and Ethnographic Yiddish Memories (AHEYM—the acronym means "homeward" in Yiddish) includes approximately 800 hours of Yiddish-language interviews with 350 individuals, most of whom were born between 1900 and 1930. The interviews were conducted in Ukraine, Romania, Moldova, Hungary, and Slovakia. The interviews include: linguistic and dialectological data; oral histories of Jewish life in Eastern Europe; Holocaust testimonials; musical performances (including Yiddish folk songs, liturgical and Hasidic melodies, and macaronic songs); folklore, including anecdotes, jokes, stories, children's ditties, folk remedies, and Purim plays; reflections on contemporary Jewish life in the region, and; guided tours by local residents of sites of Jewish memory in the region.
• Arolsen Archives The Arolsen Archives are an international center on Nazi persecution with the world’s most comprehensive archive on the victims and survivors of National Socialism. The collection has information on about 17.5 million people and belongs to UNESCO’s Memory of the World. It contains documents on the various victim groups targeted by the Nazi regime and is an important source of knowledge for society today.
• Duane Mezga Holocaust Sites Photograph Collection The Duane Mezga Holocaust Sites photograph collection consists of 682 digitized Kodachrome 64 color slides. Almost all of the photographs were taken in 1992, of concentration camps and other historically significant sites related to the Holocaust. Twenty-one sites in Austria, then-Czechoslovakia, Germany, the Netherlands, and Poland are included. The photographs were taken using the progressive-realization technique, which captures the experience of walking through a site. Memorials present at these sites were a focus of the documentation.
• Holocaust Denial on Trial Documents the trial of David Irving v. Penguin Books Ltd. and Deborah Lipstadt.
• Nuremberg Trials Project The Harvard Law School Library's Nuremberg Trials Project is an open-access initiative to create and present digitized images or full-text versions of the Library's Nuremberg documents, descriptions of each document, and general information about the trials.
• Pogrom: November 1938--Testimonies from Kristallnacht (Wiener Library) In the months following November 1938, Alfred Wiener and his colleagues at the Central Jewish Information Office in Amsterdam collected over 350 contemporary testimonies and reports of the November Pogrom in Germany and Austria. These documents are now available here, for the first time in English.
• Simon Wiesenthal Center Digital Archives The Digital Archives images are owned by the Simon Wiesenthal Center Library and Archives. The Archives database and low-resolution images are available here.
• United States Holocaust Memorial Museum Digitized Collections Includes interviews, objects, newspapers, books, and many other types of material. You can also limit results based on events, cities, camps, and ghettos.
• Yad Vashem Documents Archive Includes posters, personal documentation, official documentation, lists, letters, memoirs, testimonies, diaries, and legal documentation. Advanced search allows you to limit results to English-language documents.
• Yizkor Books at the New York Public Library Yizkor (memorial) books document Jewish communities destroyed in the Holocaust. Most yizkor books are in Hebrew and/or Yiddish. Most are available for download.
• Conditions & Politics in Occupied Western Europe, 1940-1945 Features full-text documents received in the British Foreign Office from all European states under Nazi occupation during World War II.

The Fortunoff Archive and its affiliates recorded the testimonies of willing individuals with first-hand experience of the Nazi persecutions, including those who were in hiding, survivors, bystanders, resistants, and liberators. Please note: To access users need to create an account and submit a request.  Click more for instructions to create account and submit request, as well as more details about the archive.

The Fortunoff Archive currently holds more than 4,400 testimonies, which are comprised of over 12,000 recorded hours of videotape. Testimonies were produced in cooperation with thirty-six affiliated projects across North America, South America, Europe, and Israel. Testimonies were recorded in whatever language the witness preferred, and range in length from 30 minutes to over 40 hours (recorded over several sessions). Create Account & Request Testimony: 1. To create an account select Log In, and then Join Now. Users will then receive a confirmation email. 2. Login and then enter a search term. Click on a testimony in the search results and request access. Please note that records truncate last names of those who gave testimony to protect their privacy. If you are looking for a specific person’s testimony, either shorten their last name to the first initial (“Eva B.”) or contact the archive directly. You only need to request access to one testimony to obtain viewing access for the entire collection. 3. Once the approval email is received, users may view testimonies. A browser refresh may be necessary.

Digital access to 170 German-language titles of books and pamphlets. The collection presents anti-Semitism as an issue in politics, economics, religion, and education.

Most of the writings date from the 1920s and 1930s and many are directly connected with Nazi groups. The works are principally anti-Semitic, but include writings on other groups as well, including Jehovah’s Witnesses, the Jesuits, and the Freemasons. Also included are history, pseudo-history, and fiction.

Human Rights Studies Online is a research and learning database providing comparative documentation, analysis, and interpretation of major human rights violations and atrocity crimes worldwide from 1900 to 2010.

The collection includes primary and secondary materials across multiple media formats and content types for each selected event, including Armenia, the Holocaust, Cambodia, Bosnia-Herzegovina, Rwanda, Darfur, and more than thirty additional subjects.

Digital archive covering all aspects of 20th-century human migration. includes firsthand accounts from reputable sources around the world, covering such important events as post-World War II Jewish resettlement, South African apartheid, Latin American migrations to the United States and much more.

Contains reports gathered every day between the early 1940s and 1996 by a U.S. government organization that became part of the CIA . These include translated and English-language radio and television broadcasts, newspapers, periodicals and government documents, as well as an analysis of the reports.

Access to primary source documents on the Nationalist Socialist State and the NSDAP, Nazi ideology and propaganda, National Socialist justice and legislation, resistance and persecution, and annihilation and expulsion in the "Third Reich."

Approximately 40,000 primary sources, including: administration files and correspondence from the highest authorities of the Third Reich, especially from the party chancellery of the NSDAP ; situation and status reports of the secret state police authorities from the Reich and the annexed and occupied territories ; Adolf Hitler’s speeches, writings and orders from 1925 to 1945 ; the diaries of Joseph Goebbels from 1923 to 1945 ; indictments and judgements of the Nazi People’s Court (Volksgerichtshof) and the Higher Regional Courts of Vienna and Graz ; programmatic writings, speeches, political testaments, camouflaged writings and leaflets by opponents of the regime and emigrants; expatriation and deportation lists ; the previously unpublished card index on the Nuremberg war criminal trials.

Digital access to documents covering the diplomatic, legal and political maneuvering during and after World War II regarding German art looting in Europe, recovery of cultural objects dispersed during World War II, efforts by the U.S. and other Allied Powers to prevent the secreting of Axis assets, claims from victims for financial or property restitution from the Federal Republic of Germany (FRG), other claims cases, and meeting minutes and background materials regarding the Tripartite Commission for the Restitution of Monetary Gold.

An archive of primary source documents, covering the repatriation and emigration of the Displaced Persons and survivors of the Holocaust and World War II.

Files include original reports on orphans and Unaccompanied Children Under UNRRA Care, Voluntary Societies British Zone Monthly Reports, 1949-, Welfare Work Amongst Jewish Prison Inmates, DPs in Assembly Stations, 1950, Displaced persons and prisoners of war to and from Italy, Complaints about Russian refugees and displaced persons (DPs); allegations of mistreatment of Soviet nationals, and Repatriation and disposal of prisoners of war, surrendered personnel, displaced persons etc.

The USC Shoah Foundation’s Visual History Archive allows users to search through and view the 51,537 video testimonies of survivors and witnesses of genocide currently available in the Archive that were conducted in 61 countries and 39 languages. Initially a repository of Holocaust testimony, the Visual History Archive has expanded to include testimonies from the 1937 Nanjing Massacre in China and the 1994 Rwandan Tutsi Genocide. Please note: authorized IUB users may register for an account with their iu.edu email address. Users must accept vendor terms of use to complete registration process.

Digital access to the archives of the Wiener Library, London, the first archive to collect evidence of the Holocaust and the anti-semitic activities of the German Nazi Party.

Includes documentary evidence collected in several different programmes: the eyewitness accounts which were collected before, during and after the Second World War, from people fleeing the Nazi oppression, a large collection of photographs of pre-war Jewish life, the activities of the Nazis, and the ghettoes and camps, a collection of postcards of synagogues in Germany and eastern Europe, most since destroyed, a unique collection of Nazi propaganda publications including a large collection of 'educational' children's' books, and the card index of biographical details of prominent figures in Nazi Germany, many with portrait photographs. Pamphlets, bulletins and journals published by the Wiener Library to record and disseminate the research of the Institute are also included.

Online access to over 500,000 pages of previously classified government documents.

Declassified Documents Reference Service provides searching and fulltext access to declassified U.S. government documents. Covering major international events from the Cold War to the Vietnam War and beyond, this single source enables users to locate key information underpinning studies in international relations, American studies, United States foreign and domestic policy studies, journalism and more.

Digital access to correspondence, reports and analyses, memos of conversations, and personal interviews exploring such themes as U.S.-Vatican relations, Vatican’s role in World War II, Jewish refugees, Italian anti-Jewish laws during the papacy of Pius XII, and the pope’s personal knowledge of the treatment of European Jews.

Includes materials on political affairs, Jewish people, refugee and relief activities, German-owned property in Rome, property rights, and the Vatican Bank. In addition, there are materials on Axis diplomats, war criminals, protocols and religious statements, and records of the peace efforts of the Vatican.

Digital access to documents related to WWII, including President Franklin D. Roosevelt's Map Room Files, Records of the Joint Chiefs of Staff, Records of the War Department Operations Division, U.S. Navy Action and Operational Reports, Records of the Office of War Information, Papers of the War Refugee Board, George C. Marshall Papers, FBI Files on Tokyo Rose, Manhattan Project documents, Potsdam Conference Documents, and records on lend-lease.

• Archives of the Holocaust : an international collection of selected documents by Henry Friedlander and Sybil Milton (general editors) Call Number: Wells Library - Research Coll. - D810.J4 A73 Publication Date: 1989- Contains reproductions of files and documents from a number of relief and charitable organizations dealing with the plight of the Jews during the 1930s and 1940s.

• The Persecution and Murder of the European Jews by Nazi Germany, 1933–1945 Call Number: e-books ISBN: 9783110435191 Publication Date: 2019- This landmark collection of primary sources provides unique first-hand insights into the persecution and murder of the Jews of Europe under Nazi rule. The documents, all translated from the language of the original source, range from the police orders and administrative decrees issued by the Nazi apparatus across Germany and occupied Europe to the diaries and letters of Jewish men, women, and children facing discrimination, impoverishment, violent assaults, incarceration, deportation, and death.
• The trial of German major war criminals by the International Military Tribunal sitting at Nuremberg, Germany [e-book] by H.M. Attorney-general by H.M. Stationery Off Call Number: E-book Publication Date: 1946-1951

Scholarly Journals Related to the Holocaust

• Genocide Studies and Prevention: An International Journal Call Number: Electronic resource

Databases Containing Scholarly Articles

Provides full-text coverage of magazine, newspaper, and scholarly journal articles for most academic disciplines.

This multi-disciplinary database provides full-text for more than 4,500 journals, including full text for more than 3,700 peer-reviewed titles. PDF backfiles to 1975 or further are available for well over one hundred journals, and searchable cited references are provided for more than 1,000 titles.

Full-text access to a searchable online archive of academic e-journals and e-books in the Humanities and Social Sciences from and about Central and Eastern Europe.

Provides access to all journals and articles, more than 4,370 open access e-books, and over 9,400 open access grey literature items (institutional reports, working papers, government documents, white papers, etc.). Currently, the archive’s content comes from over 1400 publishers. Indiana University Libraries’ subscription does not include full access to all e-books and grey literature, so some paywalls are expected.

Full text database with a focus on how gender impacts a variety of subject areas.

GenderWatch is a full text database of nearly 400 periodicals and other publications that focus on how gender impacts a variety of subject areas. Publications include academic and scholarly journals, magazines, newspapers, newsletters, regional publications, books, booklets and pamphlets, conference proceedings, and government, and special reports.

Index to journals, chapters and theses about world history, 1450 to present.

Covers modern world history (excluding the United States and Canada which are covered in the database America: History and Life) from 1450 to the present. It currently indexes about 2,300 journals in 40 languages, with indexing also for some books and dissertations. Most of the article citations include abstracts of 75-100 words.

Provides searchable full-text of historical runs of important scholarly journals in the humanities, arts, sciences, ecology, and business.

JSTOR, a not-for-profit organization established with the assistance of The Mellon Foundation, provides complete runs of hundreds of important journal titles in more than 30 arts, humanities, and social science disciplines. These scholarly journals can be browsed online and searched, and the page images can be printed for those available in full-text. The IUB Libraries subscribe to current content for only some titles available through JSTOR.  All journals in JSTOR start with the first volume. Many include content up to a "moving wall" of 3-5 years ago, although some journals have a fixed ending date for their content in JSTOR. Please check individual journals for exact dates of coverage.  For information about access to this resource for IU alumni, contact the Indiana University Alumni Association .

PAIS (Public Affairs Information Service) indexes articles, books, studies, selected official documents and other resources on public policy issues, public administration, law, politics and government.

Includes journal articles, books, government documents, pamphlets and the reports of public and private bodies.  Also indexes publications in English, French, German, Italian, Portuguese and Spanish. Print source: PAIS bulletin (1915-1990), PAIS Foreign Language Index (1968-1990), PAIS International in Print (1991-)

Access to political science, public policy, and international relations journals. Also includes thousands of recent full-text doctoral dissertations on political science topics, together with working papers, conference proceedings, country reports, policy papers and other sources.

Provides full text access and indexing for e-journals and e-books from a variety of scholarly publishers. Covers the fields of literature and criticism, history, the visual and performing arts, cultural studies, education, political science, gender studies, economics, and many others.

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Featured Content

Find topics of interest and explore encyclopedia content related to those topics

Find articles, photos, maps, films, and more listed alphabetically

For Teachers

Recommended resources and topics if you have limited time to teach about the Holocaust

Explore the ID Cards to learn more about personal experiences during the Holocaust

Timeline of Events

Explore a timeline of events that occurred before, during, and after the Holocaust.

• Introduction to the Holocaust
• What is Antisemitism?
• How Many People did the Nazis Murder?
• Raoul Wallenberg and the Rescue of Jews in Budapest
• Emigration and the Evian Conference
• The Kielce Pogrom: A Blood Libel Massacre of Holocaust Survivors
• World War I

An Overview of the Holocaust: Topics to Teach

Recommended resources and topics if you have limited time to teach about the Holocaust.

• remembrance

This content is available in the following languages

When teaching the history of the Holocaust, the complexity of the subject matter can often seem daunting or challenging for educators. Teaching the Holocaust requires contextualizing the events of the Holocaust within many different strands of history. To understand how individuals and organizations behaved at the time, students need to know a number of key concepts and information. Below are recommended resources and topics to address when planning lessons or units on the Holocaust. 

The objective of teaching any subject should always be to engage the intellectual curiosity of students in order to inspire critical thought and personal growth. With this in mind, it also is helpful to structure a lesson plan on the Holocaust by considering your main goals and purposes for teaching the subject matter. Find more information on how to craft learning objectives for teaching the Holocaust . 

Historical Background

The Path to Nazi Genocide  provides general background information on the Holocaust for the instructor and for classroom use. 

This 38-minute film examines the Nazis’ rise and consolidation of power in Germany. Using rare footage, the film explores their ideology, propaganda, and persecution of Jews and other victims. It also outlines the path by which the Nazis and their collaborators led a state to war and to the murder of millions of people. By providing a concise overview of the Holocaust and those involved, this resource is intended to provoke reflection and discussion about the role of ordinary people, institutions, and nations between 1918 and 1945.

View The Path to Nazi Genocide .

This film is intended for adult viewers, but selected segments may be appropriate for younger audiences. The final 8 minutes of the film present very graphic material.

There is a worksheet with an answer key to go along with the film. Many of these questions could be used as discussion questions in class. Additionally, there is a one-day lesson that provides an introduction to the Holocaust by defining the term and highlighting the story of one Holocaust survivor, Gerda Weissmann.

Accessibility

To make the content of the Holocaust Encyclopedia more broadly available, any materials translated into various languages. Please select your language by using the globe icon. 

The Holocaust Encyclopedia also includes provides a glossary for students.

The following key articles in the Holocaust Encyclopedia now have audio versions for greater accessibility and to match different learning styles. 

• Anne Frank Biography: Who was Anne Frank?
• Anne Frank: Diary
• The "Final Solution"
• "Final Solution": Overview
• History of the Swastika
• Hitler Comes to Power
• How did German professionals and civil leaders contribute to the persecution of Jews and other groups?
• How and why did ordinary people across Europe contribute to the persecution of their Jewish neighbors?
• Invasion of Poland
• Josef Mengele
• Kristallnacht
• Martin Niemöller: "First they came for the Socialists..."
• Nazi Medical Experiments
• Nazi Propaganda
• Nazi Racism
• Nazi Rise to Power
• The "Night of Broken Glass"
• The Nuremberg Race Laws
• What conditions, ideologies, and ideas made the Holocaust possible?
• What is Genocide?
• World War II Dates and Timeline

Context for Understanding the Holocaust

The encyclopedia articles below provide background and more context on the Holocaust. 

• Antisemitism
• Jewish life in Europe before the Holocaust
• Nazi Rise to Power
• Dictatorship under the Third Reich
• Early Stages of Persecution
• The First Concentration Camps
• World War II in Europe
• Murder of the Disabled (Euthanasia Program)
• Persecution and Murder of Jews
• Mobile Killing Squads ( Einsatzgruppen )
• Expansion of the Concentration Camp System
• Killing Centers
• Additional Victims of Nazi Persecution
• Jewish Resistance  
• Non-Jewish Resistance
• United States
• Death Marches
• Postwar Trials
• Displaced Persons Camps  

If You Have One Class Period

Provide a historical overview of the history through use of the Path to Nazi Genocide film or other materials. Or refer to the   one-day lesso n , which provides an introduction to the Holocaust by defining the term and highlighting the story of one Holocaust survivor, Gerda Weissmann.

Based on your rationale, choose one or more topics to highlight. Include personal testimonies from the Museum's ID Cards  or oral history excerpts as appropriate.

Critical Thinking Questions

The most visited articles in the Holocaust Encyclopedia include critical thinking questions to encourage reflection on connections to contemporary events and genocide prevention, analysis of the range of motivations and behaviors, and further research on key topics.

The following are examples of articles with critical thinking questions. You'll find these questions at the foot of each page:  

Discussion Questions

A set of Discussion Questions aim to provide a framework for understanding how and why the Holocaust was possible. 

What made it possible?

• What conditions and ideas made the Holocaust possible?
• How did the Nazis and their collaborators implement the Holocaust?
• What does war make possible?
• How did the United States government and American people respond to Nazism?
• How did leaders, diplomats, and citizens around the world respond to the events of the Holocaust?
• Which organizations and individuals aided and protected Jews from persecution between 1933 and 1945?

After the war

• How did postwar trials shape approaches to international justice?
• What have we learned about the risk factors and warning signs of genocide?

Other topics

• How did the shared foundational element of eugenics contribute to the growth of racism in Europe and the United States?
• What were some similarities between racism in Nazi Germany and in the United States, 1920s-1940s?
• How did different goals and political systems shape racism in Nazi Germany and the United States?

Thank you for supporting our work

We would like to thank Crown Family Philanthropies, Abe and Ida Cooper Foundation, the Claims Conference, EVZ, and BMF for supporting the ongoing work to create content and resources for the Holocaust Encyclopedia. View the list of donor acknowledgement .