Richard S. Levy University of Illinois at Chicago Department of History History 114 -- Understanding the Holocaust This course will attempt to place the Holocaust of European Jewry into historical perspective. Through the reading of primary and secondary sources, films, and lectures, the student will confront a painful, emotionally-charged subject matter. Sympathy for the victims, anger toward the perpetrators, or a wish to withdraw from one of the more horrific pages of human history are all natural reactions, but I remind those embarking on this course that our objective is and must be rational understanding--the only valid purpose for the study of history. Assigned books: Richard S. Levy, ANTISEMITISM IN THE MODERN WORLD(D.C.Heath). Donald Niewyk, THE HOLOCAUST (D.C.Heath)Michael Marrus, The HOLOCAUST IN HISTORY (University Press of NewEngland) Week 1: Introductory lectures. Scope, definitions, problems, interpretations General Text: Marrus, pp. 1-30 Discussion: Levy, 1-27 Week 2: Antisemitism in History Discussion: Levy, 31-93 (quiz) Film: The Longest Hatred Week 3: Antisemitism--Political function Discussion: Levy, 97-144 Week 4: Antisemitism--Diffusion Discussion: Levy 147-99 (quiz) Week 5: Germany, 1871-1933 Film: Mein Kampf Book Review no. 1 due Week 6: Hitler and the Jews Discussion: Levy, 203-23 (quiz) Week 7: Nazi Germany Film: Triumph of the Will Week 8: Nazi Jewish Policy--the "twisted road to Auschwitz" Marrus, 31-54 Week 9: Interpretations of the Holocaust Discussion: Niewyk, 9-53 (quiz) Week 10: Systematizing the Final Solution Film: The Wannsee Conference; Levy, 252-58 Book Review no. 2 due Week 11: The Holocaust in Western Europe Marrus, 55-83; Levy, 224-34; Niewyk, 58-63 Week 12: The Holocaust in Eastern Europe Film: Zegota Levy, 235-49; Niewyk, 70-109; Marrus, 108-32 Week 13: Resistance and Rescue Marrus, 133-55 Film: Weapons of the Spirit Niewyk, 111-59, 213-63 Week 14: Non-Resistance Marrus, 84-107, 156-83 Niewyk, 161-211 (quiz) Week 15: The Holocaust and the crisis in human behavior Marrus, 184-202 Week 16: Book Review no. 3 due Course requirements: 3 4-6pp book reviews chosen from the appended bibliography will account for 75% of the final grade. Quizzes and class participation will constitute the remaining 25% of the grade. Note: this course is aimed at first and second year students from a great variety of majors. It fills a humanities requirement of the University of Illinois at Chicago. History 114--Understanding the Holocaust THE HOLOCAUST Purpose: This course introduces students to the historical problems associated with Nazi Germany's systematic mass murder of Europe's Jews between 1933 and 1945. These problems include the origins of anti-semitism; the development of Germanic, National Socialist, and Social Darwinist ideologies; the origins of Nazi racial policies in the 1930s; Nazi eugenics and euthanasia campaigns; the war of annihilation waged against Jews under Germany's control during World War II; the mass murders of other groups during the war; Jewish resistance to the Holocaust; and the help or lack thereof offered by non-Jews to mitigate the Holocaust. Class time will consist of lectures, discussions, and video presentations. The choice of material presented in the course presupposes students have satisfactorily completed the second half of the Western civilization survey. The course will be very intellectually and emotionally demanding; but the reward will be great and you will never forget this experience. Office Hours: My office hours are Monday through Thursday from 12 noon to 1:00 p.m. In addition, students should feel free to ask me for an appointment, to call me at home or the office (numbers above), or to drop by and try to catch me outside office hours. Please do not wait until catastrophes strike before phoning or coming to see me outside of class. You may also talk with me about the course or anything else you like even when things are going well. Required Books: Students should purchase the four required texts. Yehuda Bauer, A History of the Holocaust. Thomas Keneally, Schindler's List. Primo Levi, Survival in Auschwitz. Gitta Sereny, Into That Darkness. Grades: Your grade will be determined according to the following percentages; 4 reading and map quizzes (average of the 4 scores) 30% One-page reaction essays 20% Term paper 20% Final exam 30% A passing grade on the final exam (D- or better) is required in order to pass the course. No extra credit assignments will be allowed. Reading and Map Quizzes: Four brief (15-minute) quizzes will be given in order to insure students have completed and understood the required reading and can locate places important in the Holocaust on an outline map of Europe. The map quiz will be given the second week of class; a score of 85 or better is required in order to pass the course, although the exam may be retaken until this score is achieved (if taken more than once, map quiz scores will be averaged). The dates of the quizzes and further information will be given verbally in class. One-Page Reaction Essays: Each time the class watches a video presentation or completes discussion of the outside readings, a one-page reaction essay (handwritten is acceptable) will be due on a date shortly thereafter. These dates will be announced verbally in class. Term Paper: Each student will submit a typewritten paper of between 1,250 and 2,500 words (5-10 pages, double-spaced). The paper will be due on Tuesday, May 24, 1994, by 4:30 p.m. The paper will require students to write a first-person narrative of the experiences of a European Jew between 1933 and 1945. Further details will be given soon on a separate handout. Final Exam: A two-hour essay exam will be given on Friday, June 3, 1994, at 10:00 a.m. in our regular classroom. The exam will consist solely of essay questions, and it will cover all class presentations and readings (that means it's comprehensive). Attendance and Make-Ups: The University Bulletin puts it the best: "An individual student is responsible for attending the classes in which the student is officially enrolled. The quality of work will ordinarily suffer from excessive absences." Students who miss a reading quiz or paper deadline and expect to make it up should present written proof of extreme and unavoidable circumstances compelling the student's absence at the specific time of the exam. Such excuses have a better chance of being accepted if you call me before you miss the quiz in question or turn in a paper late. If in doubt, call. I'll be glad to hear from you. Honesty: All the work you do in this course should be the product of your own studying and thinking. Reaction essays should be solely your personal reaction to the work in question and should not rely on any other written source. For the reading quizzes, students may use only the knowledge in their heads. For the term paper, students are to use only those sources permitted by the separate assignment sheet to be distributed soon; but you may have someone else proofread your term paper to insure it is free of typographical, spelling, and grammatical errors. I don't expect to have to do this, but I do reserve the right to award an F for the entire course to any students who do not comply with these standards. Once again, if in doubt, call. I'll always be glad to hear from you. Warning: Any information on this syllabus may be superseded by verbal announcements in class. Please be here every day! Class Outline, Quiz and Exam Schedule, and Reading Assignments: 1. Anti-Semitism and Nazism: European Jews and Christians, 29 AD to 1933 Germanic Ideology Social Darwinism National Socialist Ideology 2. Nazi Racial Policies, 1933-1941 Eugenics Euthanasia Anti-semitism: Exclusion, Expropriation, Expulsion Read Gitta Sereny's Into That Darkness 3. Annihilation, 1941-1945 Murder Squads (Einsatzgruppen) The "Final Solution" Death Camps, Gas Vans, and Gas Chambers 4. Life and Death for Europe's Jews Europe's Jews under Nazi rule Ghettos and Jewish Councils Surviving the Death Camps Read Primo Levi's Survival in Auschwitz 5. Jewish Resistance 6. Bystanders and Rescuers Western European governments The Poles The Allies Stand By Rescuers Read Thomas Keneally's Schindler's List 7. Genocide vs. Holocaust: Poles, Gypsies, Russian POWs 8. Reckoning Statistics War crimes trials, denazification, reparations Israel PHL 349, The Holocaust as a Case Study in Social Ethics Fall 1994 Instructor: Warren Thompson This is a "writing intensive" and "disciplinary perspectives " course. There will be some informal lecturing, especially at the beginning of the term, but the chief emphasis will be on discussion and writing. There also will be some small-group work and use of video material. Textbooks: Michael Berenbaum. THE WORLD MUST KNOW: THE HISTORY OF THE HOLOCAUST AS TOLD IN THE UNITED STATES HOLOCAUST MEMORIAL MUSEUM. Little, Brown, 1993. Christopher Browning. ORDINARY MEN: RESERVE POLICE BATALLION 101 AND THE FINAL SOLUTION IN POLAND. Harper/Collins, 1991. Peter J. Haas. MORALITY AFTER AUSCHWITZ. Fortress Press, 1989. Fred E. Katz. ORDINARY PEOPLE AND EXTRAORDINARY EVIL: A REPORT ON THE BEGUILINGS OF EVIL. SUNY Press, 1993. Primo Levi. SURVIVAL IN AUSCHWITZ. Collier/Macmillan, 1985. Alan Rosenberg & Gerald E. Myers, eds. ECHOES FROM THE HOLOCAUST: PHILOSOPHICAL REFLECTIONS ON A DARK TIME. Temple University Press, 1988. Writing Requirements and Examinations: -- Three five-page commentaries or a 15-page paper. -- Two open-book essay examinations. Comments: The purpose of this course is to examine the major social and personal ethical issues raised by Nazi Germany's ENDLOESUNG DER JUDENFRAGE. The subject-matter of PHL 349 is trans-disciplinary: it looks at the Holocaust by means of both philosophical and applied ethics and from within the context of the social sciences, especially history and sociology. This course aims at helping students gain two major objectives: 1. A close familiarity with the historical reality of the Final Solution. 2. A grasp of how the ethical and social issues raised through study of the Holocaust are relevant to contemporary society, especially the disturbing home truth that ordinary, normal mena and women are fully capable of perpetrating great evil. -- Warren Thompson Dept of Religion & Philosophy LEBANON VALLEY COLLEGE Annville PA 17003 History 387 The Holocaust Required Texts Hannah Arendt, Eichmann In Jerusalem Lucy Dawidowicz, A Holocaust Reader Martin Gilbert, The Holocaust Joachim Fest, The Face of the Third Reich Raul Hilberg, The Destruction of the European Jews Gitta Sereny, Into That Darkness: An Examination of Conscience Richard Rubenstein, The Cunning of History Elie Wiesel, Night Course Pack, Charlotte Delbo, None of Us Shall Return Oral History Interviews, UM-D Library Schedule July 5--Introduction; reading and writing about the Holocaust July 7--Gilbert, 17-49; Hilberg, 1-38; Holocaust Reader (HR), 1- 21, 35-53 July 12--Gilbert, 50-118; Hilberg, 39-96; HR, 143-170; Fest, 3-67 July 14--Gilbert, 137-251; HR, 235-287; Hilberg, 99-153; July 19--Gilbert, 280-352; Fest, 98-124; HR, 55-140, Film, "The Lodz Ghetto" SHORT PAPER DUE July 21--Fest, 187-219; *Hilberg, 157-238; MICROTHEME July 26--Wiesel, Night; SHORT PAPER DUE August 2--Hilberg, 238-259; Gilbert, 375-418; Serenyi, 13-142 August 4--Serenyi, 145-367; Gilbert, 466-525; Fest, 198-219; MICROTHEME August 9--Arendt, 3-150 SHORT PAPER DUE August 11--Arendt, 151-298; Fest, 276-287; MICROTHEME August 16--Hilberg, 263-293; Fest, 291-307; Rubenstein August 18--Rubenstein; Gilbert, 707-828; Hilberg, 293-331; Summing up; TAKE-HOME FINAL EXAM; LOGS Videotaped and audiotaped interviews of victims of the Holocaust who survived are on reserve in the library. Each student is required to view at least two video interviews (I urge you to listen to one or more of the audiotapes, as well). They are to be considered required texts for the course and will be dealt with in the microthemes (see below), at least one short paper and on the final exam. This course attempts to deal with some of the most difficult questions of the twentieth century. There are few aspects of the Holocaust without controversy: was the annihilation of the Jews planned from 1933? or from 1920 or 1923, in Hitler's mind? Did it evolve over the years, growing in intensity through the 1930's and then become entwined with the war? Was it not conceived until 1941? or 1939? Were all the murderers Nazis? Was the Holocaust another in a series of pogroms that span millennia? Is this genocide different from others--the Armenian, Cambodian, Ebo, native American, African American or Bosnian? Did most of Europe know what was happening or was the genocide a successfully kept secret until the end of the war? Was the Holocaust a function of World War II or incidental to it? Were civilians involved in the murders? Was the army? Or was it primarily the Nazi SS and affiliates? Did the Jews resist or didn't they? Did they somehow collaborate in their own destruction? What were the motives behind the perpetrators? Who were they? Were they insane racists? Or were they normal, average citizens? Some of these questions are historical or psychological, or sociological, ethical or economic, political or moral. They are highly complex, not simple. Perhaps the worst that can occur in such a course is drawing simple conclusions or assuming simplistic answers. Few events are more complicated, confounding or baffling than this one. If nothing else, you should recognize the mistake of "terrible simplification" regarding the Holocaust. The questions above, and countless others, arise at once when considering the history of the Holocaust. Perhaps the only question that is not at issue is the reality of that event--how and why are legitimate, perplexing and critical questions to be discussed or argued. "If" simply is not a legitimate question. The course will examine primarily the perpetrators but also the victims. To appreciate one demands knowledge of the other. Our consideration of the victims will include interviews with victims of the Holocaust who survived and have offered their testimony on audio and videotape. One of the functions of these tapes is their personalization of the historical event, the combining of history (lower case) with History (upper case) which humanizes and makes the event more real and immediate. With the echoes of those testimonies, we will try to consider the perpetrators--not so much the leadership, Hitler, Himmler, Heydrich and their henchmen, but the multitude of others, across the European continent, who became involved in one way or another with the process of destruction. Finally, there is virtually nothing uplifting or good that comes from the Holocaust. Its study is unrelieved in gloom and sadness. It is difficult to learn about and difficult to teach. (If you leave the classroom feeling good, I've made some error along the way.) As difficult as it may be, this history remains a part of the western tradition, part of our legacy and therefore of our own past and present. Assignments There will be several short papers and "microtheme" assignments and a final take-home essay exam. The short papers should be ca. 2-3 typed pages; a "microtheme" is an essay "short enough to be typed on a note card," that is, no more than 250-300 words. As you will hear regularly, the essays should be relatively literate, i.e. sentences ought to have verbs and form logical paragraphs. The microthemes will be focused on the survivor interviews. For each microtheme assignment, students will isolate one statement in an interview and in 250-300 words summarize what theme the statement represents in that particular interview. (The microthemes should be short enough for a note card, but typed on a sheet of paper.) The short papers will evolve along with the course: each paper will examine a particular aspect of a topic or issue presented in a particular text. Assignments will be handed out the week before the papers are due. Finally, I would like each of you to keep a reading log or journal. Write any confusing, puzzling, controversial or what you consider critical statements from the texts on the left side of the journal. On the right side, discuss the copied material as freely as you like--I will not grade it--with no constraints regarding form, style or content. These will be collected at the end of the semester and the course will not be complete without a log. Again, they will not be graded, but they should serve as stimulii to thought and/or discussion or help resolve difficulties with the readings. History 497 The Study of the Holocaust Required Texts Hannah Arendt, Eichmann In Jerusalem Barzun and Graf, The Modern Researcher Lucy Dawidowicz, The Holocaust and the Historians Francois Furet, ed., Unanswered Questions Raul Hilberg, The Destruction of the European Jews Michael Marrus, The Holocaust In History Judith Miller, One, By One, By One Elie Wiesel, Night UM-Dearborn Survivor Oral History Collection Graham Swift began his haunting novel about history, Waterland, with an Oxford Dictionary definition of history: Historia, -ae, f. I. inquiry, investigation, learning. 2. a) a narrative of past events, history. b) any kind ofnarrative: account, tale, story. Not myth or saga, fairy tale or legend, history nevertheless may contain elements of each or all these narrative genres. The primary definition involves asking questions; the two definitions together imply asking questions about stories of the past in order to learn from them. Unlike other modes of literature, however, there may be no clear answers, no lessons (obvious or obscure), no morals or clearly defined endings. In one view, then, the questions remain the most significant aspect of history, more significant than possible answers, theories or other sorts of agendas. Virtually all histories contain controversy. Although one might suspect that the history of the Holocaust, the murder of Europe's Jews during the Nazi domination of Europe, would escape most historical controversies, a brief examination reveals exactly the opposite case. Disagreements explode, beginning with the term "Holocaust," a word derived from the Greek translation of a term in the Hebrew Bible which means "total burning." In the Bible, the term refers to the sacrifice of a lamb to God, a religious offering. Should the systematic murder of more than five million people be considered a religious issue? A sacrifice to God? Were the victims martyrs? Were they all religious? Even in the midst of this discussion, other questions arise: shouldn't we refer to "the six million"? Are the numbers important? Should we include the murdered Gypsies (Romani) and other victims of the Nazis? Should we only see them as victims of the Nazis or should we say the Germans? Should we only indict the Germans or should we also include the active collaborators of virtually every country (with the exception of Denmark) on the European continent? Should we date the beginning of the Holocaust from 1933 or should we place it later, when systematic killing began--perhaps in 1939 or 1941 or 1942? If you now reread the second sentence of the last paragraph, the brief definition of the term "Holocaust" may take on different meanings: "the murder of Europe's Jews during the Nazi domination of Europe." Innuendoes and questions lurk beneath the surface of the text: when, how, who, how many, where are all questions to be addressed at various levels. The subject carries burdens of guilt, discomfort, horror and deep emotional disturbance. These contribute to the difficulties involved in historical analysis. It sis untrue, however, that the subject is somehow unknowable, ineffable or arcane. At the very least a historian can examine the epoch as the implementation of a state-ordained policy of murder which incorporated wide varieties of technology, manpower, ideology and bureaucracies. (To return to the earlier discussion, a secular rather than religious undertaking.) All this does not consider the specious arguments which contend that the Holocaust did not occur. We will consider those arguments at the end of the course. As with most subjects examined by historians, nothing is simple about the Holocaust. (Those of you who have read Waterland may recall the multiple levels of thought and experience which form a sort of intellectual-spiritual swampy marsh to reflect the physical one.) No text is only what it seems, although Holocaust writing demands a confrontation with the literal unprecedented in the history of literature. We will examine different genres of inquiry about the Holocaust: a variety of historical approaches; a "fictional" novel (Night); oral histories; and some sociological strategies. We will, in short, consider private and public sources in different ways. The primary goal will be to raise questions about the history and about the texts: questions about technique, theory, genre and content. Requirements Each student will be required to write a 2-3 page essay on each of the texts. The papers should not be synopses, but should raise meaningful questions about the works. We will discuss the papers which then will serve as entrees into discussion of the texts and the subjects they explore. In most cases the papers will address aspects of each text which we may outline the week previous to the assignment. This will hold especially for the two weeks in which we discuss oral histories, when each student will be required to listen to and/or view different interviews on reserve in the library. Those works for which papers will be required are followed by an asterisk in the schedule. These short essays will account for ca. 60% of your grade and I will look for progress from one to the next. A 7-10 page paper on one of the topics discussed in the course will be due on the last class. These papers will account for ca. 40% of your grade. Barzun and Graf, The Modern Researcher, remains among the most comprehensive practical works on how to research, think about and write an essay of historical inquiry. While we will not discuss this book in class (at least not systematically or formally), it ought to be read thoroughly and used to help in the writing of every assignment. You will undoubtedly hear me repeat ad nauseam (for you and for me) such cliches as "writing is rewriting," and "work from the text." We should work together to produce clear, concise prose, coherent and thoughtful essays. Although these qualities are desirable in any course, they seem to me to be especially important in light of the subject matter of this one. Thoughtful discussion and dialogue are the lifeblood of a seminar and I encourage you to participate. I suspect we will get to know each other reasonable well, brought together by the subject, the texts and questions. But no one will be forced to speak, especially on a subject where silence (as will become apparent later) has played such a significant role. I hope that everyone will feel comfortable enough to contribute to the discussion, and those who do, who offer informed comments and provocative questions, will receive appropriate credit, that is, your grades will be raised accordingly. Attendance is imperative. Schedule January 6: Introduction January 13: Marrus, The Holocaust In History * January 20: Furet, Unanswered Questions, 3-70, 84-118 January 27: Hilberg, The Destruction of the European Jews * February 3: Furet, 119-171; 235-251 February 10: Wiesel, Night*; Furet, 199-234 February 17: Discussion of literary-historical genres March 3: Dawidowicz, The Holocaust and the Historians * March 10: Oral Histories* March 17: Oral Histories March 24: Judith Miller, One, By One, By One * March 31: Arendt, Eichmann In Jerusalem,* April 7: Arendt, ; Furet, 252-274 April 14: Furet, 304-319*; Summary === I teach a course in Literature of the Holocaust. This is my most recent rendition --I change it each year. H. Ravven, Religious Studies, Hamilton College, Clinton, NY (hravven@hamilton.edu) LITERATURE OF THE HOLOCAUST THE VICTIMS: Week 1 September 9 Introduction In class films: "Night and Fog" and "Ambulance" Week 2 September 16 ROSH HASHANAH -- No formal class but film will be shown in Root 205. Art Spiegelman, Maus I In class film, "Au Revoir Les Enfants" (See in class or A/V) Week 3 September 23 Maus II REQUIRED LECTURES: *Monday, September 27, 8:30 PM Chapel, Franklin Littell, world renowned scholar, will speak on A Christian Concern for the Holocaust, *Monday, 4:15 Film and Roundtable Discussion, Assembly Room, Bristol *Tuesday, Sept. 28th, 8AM, Breakfast discussion, Backus Houe Week 4 September 30 Aharon Appelfeld, Badenheim 1939 Week 5 October 7 Carol Rittner and John K. Roth, eds., Different Voices: Women and the Holocaust (pp. 40 -148) Week 6 October 14 Heinz Heger, The Men with the Pink Triangle In class film: "Chaim Rumkowski and the Jews of Lodz" %First Paper due: Monday, October 18th by 4 PM in Root 116. THE RESISTORS Week 7 October 21 Primo Levi, If Not Now, When? (first half) Magda Trocme, chapter 19 in Different Voices, pp. 309-316 In class film: "Weapons of the Spirit" Week 8 October 28 If N to eat dinner one night with the members of a different group. One group will be the perpetrators and the other the victims. The perpetrators will control exactly what and how the victims eat, when they're punished, e.g., by denying them food, how long they sit at dinner, etc. You may want to have each perpetrator directly responsible for a specific victim. You may want a hierarchy among perpetrators and the perpetrators may want to set up a hierarchy among the victims. Get together before the dinner to plan how your group will behave. NEVER AGAIN !? Week 13 December 9 SECOND GROUP PROJECT: OTHER GENOCIDES: Students (in groups) bring in examples of and discuss cases of genocide other than the Nazi war against the Jews. Holocaust Literature In Class Films "Night and Fog" "Ambulance" "Au Revoir Les Enfants" "Chaim Rumkowski and the Jews of Lodz" "Weapons of the Spirit" "The Legacy: Children of Holocaust Survivors" "Triumph of the Will" (16 mm) "Wannsee Conference" "The Nasty Girl" All of these are to be on Reserve in the A/V Library. Requirements 1. Conscientious class attendance. 2. Successful completion of two pa disabled, the Cambodian genocide etc.). Grading Class participation & weekly responses 40 % Papers 40 % 2 Group Projects 20 % Following is the syllabus for TOPICS IN EUROPEAN HISTORY: THE HOLOCAUST, a graduate-level course I took this spring, taught by Eric Epstein. I have his permission to share it with HOLOCAUS subscribers. This syllabus differs from others in its utilization of primary sources--Holocaust survivors, Christian protectors, American GIs, etc.--as speakers to the class. If anyone wishes to communicate with Eric Epstein, electronic missives may be sent via cfieser@mcis.messiah.edu. ------------------------ The class ran 18 January through 3 May 1994 and met one evening a week, from 6:00 to 9:00 P.M. *Objectives: The systematic mass murder of millions of Jews occurred in a civilized, Christian European society just 50 years ago. Unfortunately, the Holocaust is remote, abstract and beyond comprehension for many. The strength of this course is the ability to confront history in the flesh. Students will be asked to discuss, analyze and contemplate the Holocaust. *Organization: The course will consist of four parts. The first four weeks will be comprised of lectures, presentations and films on anti- Semitism, foundations of Nazi ideology and an historical overview of the Third Reich. The corresponding text is Bendersky's _A History of Nazi Germany_. The second unit, weeks five through eight, will be spent listening to oral testimonies from Jews and from a Christian protector, who survived the Holocaust in hiding. Their experiences will be compared and contrasted. The third section of the class will cover five weeks and will focus on oral testimonies from concentration camp survivors. Levi's _Survival in Auschwitz_, Wiesel's _Night_ and Kogon's _The Theory and Practice of Hell_ will be the required readings for this section. The final two weeks of the class will attempt to deal with philosophical issues generated by the Holocaust. Discussions will be built around Wiesenthal's _The Sunflower_. Course requirements: Midterm (50%) and Research Paper or Project (50%) Week 1: First half of class--ERIC EPSTEIN: Introduction, course outline and overview of the Holocaust. Second half of class--Film, "Genocide." Week 2: First half of class--LOUISE HOFFMAN, Professor of History, "Nazi Germany." Second half of class--ERIC EPSTEIN: Outline of important terms and concepts from the Third Reich and a review of Western immigration policies. Week 3: First half of class--Film, "The Longest Hatred." Second half of class--ERIC EPSTEIN: Review religious, racial and economic anti-Semitism. Week 4: First half of class--ERIC EPSTEIN: Introduce and review _A History of Nazi Germany_. Second half of class--BEN STERNBERG, American GI who interviewed concentration camp victims after the war. Week 5: First half of class--BETH OZER, German Jewish refugee from the Third Reich. Second half of class--SUSANNA BAER, Austrian refugee from the Third Reich and a participant in the Kindertransport to England. Week 6: First half of class--ANNETTE BERMAN, French survivor in occupied and Vichy, France and a member of the resistance and TERRI BERMAN (daughter). Second half of class--ELLIE CHAPMAN, Dutch survivor in hiding. Week 7: First half of class--Midterm. Second half of class--ED DUNIETZ, Polish survivor in hiding. Week 8: First half of class--Discussion, _The Theory and Practice of Hell_. Second half of class--VALERIE JAKOBER-FURTH, Hungarian survivor of Auschwitz. Multimedia presentation. Week 9: First half of class--LINDA SCHWAB, Polish survivor in hiding. Second half of class--ROSE MANTELMACHER, Czech survivor of labor and concentration camps including Bergen-Belsen and Auschwitz. Week 10: First half of class--Discussion og _Night_ and _Survival in Auschwitz_. Second half of class--ALICE (LIESL) BOGART, Czech survivor of the Theresienstadt concentration camp. Week 11: LEO MANTELMACHER, Polish survivor of labor and concentration camps, including Auschwitz and Dachau. Week 12: First half of class--KURT MOSES, Dutch survivor of Auschwitz. Second half of class--SUSAN LEVITON presents music of the Holocaust. Week 13: (Optional) Film: "Korczak," the true story of a Polish Jewish doctor, writer, storyteller and educator who dedicated his life to Jewish orphans in the Warsaw Ghetto. Week 14: First half of class--JOHANNA CROWELL, Dutch Christian protector of Jews. Second half of class--SIEGFRIED STREUFORT, son of German Social Democrat murdered at Neuengamme. Week 15: First half of class--RABBI CHAIM SCHERTZ, reflections on the Holocaust. Final session: Class discussion of _The Sunflower_. Papers due. ----------------- Eric Epstein has also taught HOLOCAUST STUDIES and WOMEN AND THE HOLOCAUST classes at Harrisburg Area Community College, Harrisburg, PA. The course outlined in the preceding syllabus was offered at Penn State Harrisburg, Middletown, PA. === Here is my syllabus for a senior level course I taught at Tulane last spring on the Holocaust. I focused on themes arising from a book I have just about completed about a hidden child, now living in New Orleans, who became a public person as a result of a series public encounters with David Duke, during his various campaigns for office. History 691-01 Special Topics in the Holocaust Spring 1994 Professor Lawrence N. Powell Office Hours: Wed. 9-11, 209 Hebert Building or by appointment REQUIRED READING SPRING 1994 William S. Allen, The Nazi Seizure of Power Christopher Browning, Ordinary Men Primo Levi, Survival in Auschwitz Michael Marrus, The Holocaust in History Judith Miller, One By One By One Douglas Rose, ed., The Emergence of David Duke Richard Rubinstein, The Cunning of History Gitta Sereny, Into That Darkness Adina Blady Szwajger, I Remember Nothing More Nechama Tec, When Light Pierce the Darkness RECOMMENDED Raul Hilberg, The Destruction of the European Jews (Student Edition) COURSE REQUIREMENTS There are no exams, but you will be required to write two short thought essays (about 5 pages each) and a 12-15 page term paper. All papers must be typed. I will assign topics for the two short papers, but for the term paper you are free to write on the subject of your choice. Some examples: hidden children, the Allies, Hitler's Euthanasia program, the other "Holocausts," bystanders (both individuals, institutions, countries), Jewish resistance and accommodation, the Jewish Councils, the SS. The possibilities are practically limitless. Attendance is mandatory. WEEK 1 (Jan. 17) MLK BIRTHDAY WEEK 2 (Jan. 24) COURSE OVERVIEW ANNE LEVY TALK (Survivor) WEEK 3 (Jan. 31) WHY STUDY THE HOLOCAUST? READING: Rubinstein, The Cunning of History WEEK 4 (Feb. 7) THE NAZI TRIUMPH READING: Allen, The Nazi Seizure of Power WEEK 5 (Feb. 14) MARDI GRAS BREAK WEEK 6 (Feb. 21) THE FINAL SOLUTION READING: Marrus, The Holocaust in History, 3-155 FIRST PAPER DUE: "Intentionalists v. Functionalists: The Debate over the Final Solution." Read the following material on closed reserve: 1. Browning, "The Decision for the Final Solution" 2. Lucy Dawidowicz, The War Against the Jews, 1933-1945 (New York, 1975), 88-166 3. Karl Schleunes, "Retracing the Twisted Road," in F. Furet, Unanswered Questions (New York, 1989), 54-70. WEEK 7 (Feb. 28) ORDINARY PERPETRATORS READING: Browning, Ordinary Men WEEK 8 (Mar. 7) VICTIMS: THE GHETTOES READING: Szwajger, I Remember Nothing More WEEK 9 (Mar. 14) THE COMMANDANT READING: Sereny, Into That Darkness WEEK 10 (Mar. 21) VICTIMS: THE CAMPS READING: Levi, Survival in Auschwitz WEEK 11 (Mar. 28) SPRING BREAK WEEK 12 (Apr. 4) RESCUERS READING: Tec, When Light Pierced the Darkness SECOND PAPER DUE--On a topic to be assigned. WEEK 13 (Apr. 11) BYSTANDERS READING: Marrus, The Holocaust in History, 156-202 WEEK 14 (Apr. 18) FACING HISTORY READING: Miller, One By One By One WEEK 15 (Apr. 25) CAN IT HAPPEN HERE? READING: Rose, ed., The Emergence of David Duke TERM PAPER DUE AT THE END OF SEMESTER SYLLABUS, HY 356: HISTORY OF THE HOLOCAUST Dr. Robert Michael, UMASS Dartmouth RMICHAEL@UMASSD.EDU Introduction: About 2,000 years ago, Rabbi Chanina (Talmud, Ta'anit): "Much have I learned from my teachers, and from my colleagues more than from my teachers, and from my students more than from all of them." 1300 years later, Rashi of Troyes, perhaps the greatest medieval rabbinic authority, adds, "The younger sharpen the minds of the older because they are forever asking questions." Lets prove them right! Many scholars beieve that the Holocaust was a totally unique historical phenomenon, while others have emphasized the continuities between the Holocaust and past events. The two sets of scholars are correct in that every historical event is both unique and the same as other events. Our task is to examine both the continuities and the differences between the Holocaust and other events. The Holocaust is a course unlike any other subject in the university curriculum. This is not only due to the enormous demands it makes upon us intellectually, challenging us to develop and draw upon knowledge in history, sociology, psychology, philosophy, politics, and theology, covering centuries of history drawn from a dozen nations. But the study of the Holocaust is also extraordinarily challenging because of the additional emotional and moral demands it makes on us. The issues raised by a study of the Holocaust call into question many of the basic values of Western Civilization, and it challenges us to redefine the meaning of human being. The questions that lie behind the topics in the syllabus: In order to understand the Holocaust, we must look back far into the past, to attempt to discover the broad and complex historical context of the Holocaust: --Who were the Jews? --What was their relationship to the societies they lived in? --What was the Jewish attitude toward non-Jews? --What were the first instances of antisemitism? --When was the first historical expression of radical antisemitism? --How was the antisemitism that led to the Holocaust elaborated? --What were the other holocaustic events, their historical context, their causes? --Who were the historical perpetrators of antisemitism and the Holocaust? --What were the specific initiatives of the Nazis and their collaborators? --What was the response of the Jews in light of the limited knowledge they had in the 1930s and 1940s? --What was the behavior of the bystanders, including the American public and U.S. government, to the Holocaust? Books: --Robert Michael, Fatal Vision: The History of Christian Theological Antisemitism and the Nature of the Holocaust --Robert Michael, ed., Soul of the Holocaust: A Collection of Jewish and Non-Jewish Sources (selections supplied by professor) --Elie Wiesel, Night --Nora Levin, The Holocaust --Martin Gilbert, Atlas of the Holocaust --Wyman, Abandonment of the Jews Films and Slides: Michael, "Medieval Vision of the Jew" and Resnais and Cayrol, Night and Fog. Everyone should see Schindler's List by the first week in February. Goals: --To explore the historical relationship between Jews, Jewishness, and Judaism, on the one hand, and Western Christian civilization, on the other. --To investigate the essential causes of the Holocaust. --To examine the Holocaust itself. Topics and Assignments: --Preliminary definitions: history, historical argument, prejudice, antisemitism, stereotype, scapegoat, racism, the impact of religion (theologia gloriae and theologia crucis), Holocaust (Shoah, Hrb'n, "Final Solution to the Jewish Problem"), genocide. Michael, Fatal Vision, chapter 1. --Jews, Jewishness, Judaism. Michael, ch. 1; Oxford English Dictionary, entries under Jew, Jewish, Christianity, Christian. --The traditional attack on the Jews. Michael, Fatal Vision, chs. 1-4. --Hitler and Modern Antisemitism. Michael, Fatal Vision, chs. 5-7; Levin, ch. 1-3. --Chronology of the Holocaust. Gilbert, Atlas of the Holocaust, all. --The Jewish actions and reactions. Wiesel, Night, all; Michael, ed., Soul of Holocaust, chs. 2-5; Levin, The Holocaust, chs. 4, 8, 11, 13, 17, 18. --Actions and reactions of the occupied nations. Michael, ed., Soul of the Holocaust, chs. 6 and 7; Levin, The Holocaust, chs. 6, 9, 10, 12, 14, 15, 19-29. --Actions and reactions of the Churches. Michael, Fatal Vision, Ch. 8; Michael, ed., Soul of Holocaust, ch. 6. --Actions and reactions of the Allies. Michael, Fatal Vision, Chs. 9-10; Michael, ed., Soul of Holocaust, chs. 6 and 7; Levin, The Holocaust, chs. 30-32; Wyman, all. Bureaucratic details: Your grade is based on the following: --One 2-page paper every week, based on your reactions to the assigned reading and lectures. --Two objective examinations, one at midterm and one during finals. (30% of grade) --A take-home essay examination of at least 21 pages or special project (70% of grade). See below. --Final Take-Home Essay Examination is due in History Department on the second Monday of Finals Week. --Classroom deportment. Final Take-Home Examination Questions [Remember, your 3 essays should reflect the thought that you have devoted to them and must be filled with citations to the evidence on which your essays' conclusions are based and as provided in the lectures and in each one of the books read for the course]: 1. In what ways did the following events, trends, movements, and/or values of Western Civilization manifest themselves in terms of the causation and nature of the Holocaust: the history of Christian antisemitism; the belief in Social Darwinism, racism, nationalism, antimodernism /the impact of the First and Second World Wars /the influence of economic factors /the theory and practice of totalitarianism /the psychopathology and sociopathology of Adolf Hitler and the National- Socialists /the role of the Churches /the behavior of the Allies. 2. Compare and contrast the attitudes and actions (in regard to the victims of the Holocaust) of those Europeans who actively or passively collaborated with the Nazis, with the attitudes and actions of those who did not. 3. Trace the ambivalent American attitude toward Jews and how it affected American reactions to the Holocaust. Alternative to writing three essays [midterm date is deadline for choosing this alternative]: Write 2 of the essays and ask 10 people the following questions, analyzing their answers. --Do Jews stick together more than other Americans? --Do Jews always like to be at the head of things? --Are Jews more loyal to Israel than America? --Do Jews have too much power in the US today? --Do Jews have too much control and influence on Wall Street? --Do Jews have too much power in the business world? --Do Jews have a lot of irritating faults? --Are Jews more willing than others to use shady practices to get what they want? --Are Jewish businessmen so shrewd that others don't have a fair chance in competition? --Do Jews not care what happens to anyone but their own kind? --Are Jews just as honest as other businessmen? --Who was essentially responsible for killing Jesus Christ? --Give 3 answers: All Jews are __________, ________, _____________. Collegially Bob Michael
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