Holocaust Studies Term Papers

After a period following the WW-II, today, the Holocaust is an everlasting clash in American-Jewish life, discovered in documentaries, films, autobiographies, museum displays and more.

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One of the most horrendous penalties of the WW-II was the holocaust of Jewish people. Above Six million men, women, and children were precisely wiped out by the Nazi government. Those who have lived to tell the tale were not left uninjured by this life event.

The German war against the Jews began as soon as Adolph Hitler took office in January 1933. The Holocaust turned out to be a suitable background for moral education in the schools, since it was a monstrous catastrophe caused by violation of all the values American cherish.

What, actually happened to the survivors in the last forty years? How did they fare in their efforts to start over? How did they do economically? What about their family lives and, in particular, their children? Experimentation in Holocaust education began in American schools in the mid-1970s. After creation of the U.S. Holocaust Commemorative Museum in Washington, D.C., the subject matter added force. The last two decades have seen continuous development. In five states, Holocaust education is required at all school levels; in sixteen others, it is highly recommended. Serious teaching of the Holocaust started in earnest only long after World War II, when the horrors were at a distance and survivors started breaking the silence. Only then did systematic research begin. Teaching about the Holocaust developed as a result of Holocaust consciousness and of the growing feeling of its significance to the culture of America. Such instruction also developed against a background of ongoing public debate concerning the Holocaust's exclusivity, a controversy that has found its way into various teaching programs.

After about three and a half decades after the end of WW-II in 1970s and early 1980s, the Holocaust was not being studied in the schools or universities in the United States. Since then a great deal of development has been made. (Shawn, 1996). Holocaust studies are available in many high schools and in quite a few universities. In New York, New Jersey, Florida, California, and Illinois, such study is a legal requirement, while in sixteen additional states it is highly recommended. Outside the schools, too, educational activity is varied: the U.S. Holocaust Memorial Museum, which opened in Washington in 1993, is just one example. One of its declared goals is to bring the Holocaust story to people's attention, "so that they may see and fear." The museum operates extramurally, too, with activities designed to reach as wide a national audience as possible.

A great deal of ultimate proof has become accessible admitting the occurrence of PTSD in outsized numbers of Holocaust survivors (Berger, 1975).

Eitinger, in 1962, explained widespread effects of concentration camps on 100 prisoners 15 years after freedom. Some survivors were only incapable to feel, while others had the inconsistent reaction of elation mixed with emotional lack of feeling.

Extraordinarily, most survivors recommenced work more or less instantly after repatriation regardless of strict physical and emotional harm. The term “concentration camp syndrome” was used by Eitinger to portray a sequence of indications particularly alike to those presently known as PTSD that he found to be present in around 85% of the survivor group.    

Holocaust Studies Subcategories:

  • Historians of the Holocaust
  • Holocaust history books
  • Holocaust literature
  • Holocaust personal accounts

Works Cited
Berger, D.M. 1975. The survivor syndrome: A problem of nosology and treatment. American Journal of Psychotherapy, 31, 238-251
Eitinger, L. 1962. Concentration camp survivors in the postwar world. American Journal of Orthopsychiatry, 32, 367-375
Shawn, Karen. 1996. Current issues in Holocaust education. Dimensions 9 (2)


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