Course Syllabus

Intro to the class

Reading and viewing

Read Chapter 1 in Bergen's bookWar and Genocide.

See the videos in the module (Crash Course History and Apocalypse).

1. Please post an introduction in the introductions thread by Thursday at 11:59 p.m.. As part of your introduction, please share what you hope to gain from the class. Also, as part of your intro, please tell us what preconceptions you have about the Holocaust. What do you think has helped to form those preconceptions?

2. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m..

3. In the reading response thread, write a response to Ch 1 in Bergen by Friday at 11:59 p.m. As part of your response, comment on major historical developments detailed in the chapter that led to the rise of Hitler (meets EO 1). By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.

Responses should summarize the chapter, highlight any areas of confusion, raise questions, and even challenge ideas presented in the chapter.

Rise of Nazism and Fascism and early casualties

Reading and viewing

Read Chapter 2 in Bergen's book War and Genocide.

View/read all resources in the Week 2 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 2 in Bergen by Friday at 11:59 p.m. As part of your response,Using credible sources to help provide accuracy, articulate the key ideas of National Socialism, Mussolini and Fascism and philosophical ideas that you have seen this far that contributed to the rise of Nazism (meets EOs 2 and 3).By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes..
3. Please read this article in theNew York Times:https://www.nytimes.com/2017/09/13/opinion/nazis-holocaust-disabled.html?_r=0 What are your reactions to it? Please post your reactions in the New York Times article reading responses thread by Saturday at 11:59 p.m. Have replied to a classmate’s post by Sunday at 11:59 p.m. (meets EOs 4 and 5).Note:If it will not open for you, the full text is posted as an attachment in that discussion.

Development of Nazi policies and assessing visual evidence

Reading and viewing

Read Chapter 3 in Bergen's book War and Genocide.

View/read all resources in the Week 3 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 3 in Bergen by Friday at 11:59 p.m. A By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. Visithttps://holocaustsurvivors.org/av-aids/photo-gallery/Links to an external site.Select at least four photos to view.
   In the photo discussion thread, Tell us about the photos. What do they have to offer us after all these years? Post your response by Saturday at 11:59 p.m. Have replied to one classmate’s posting by Sunday at 11:59 p.m. Meets EO 6.

Continued developments.

Reading and viewing

Read Chapter 4 in Bergen's book War and Genocide.

View/read all resources in the Week 4 module.

SeeThe Pianist(on Netflix, or can be rented on Amazon Prime for $3.99:https://www.amazon.com/Pianist-Adrien-Brody/dp/B0026IQYEULinks to an external site.)

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 4 in Bergen by Friday at 11:59 p.m. Meets EOs 1 and 2. By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. See and be prepared to discuss The Pianist. In the film discussion thread, contribute a well developed assessment of what you think the film contributes to Holocaust studies and how it achieves its purposes. Please also discuss what you think was/were the most important factors in Szpilman's survival. Roughly 250 words. Meets EO 6 Post your response by Saturday at 11:59 p.m. Have replied to one classmate’s posting by Sunday at 11:59 p.m.

Genocides post Holocaust

Reading and viewing

Read Chapter 5 in Bergen's book War and Genocide.

View/read all resources in the Week 5 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 5 in Bergen by Friday at 11:59 p.m. Meets EO 4. By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. Research at least one other genocide since the Holocaust. Explain it briefly to us; in what ways is it similar to and different from the Holocaust? Cite at least two credible college-level sources (full MLA citations; a URL is not sufficient).Meets EO 7. Additionally, comment on the most important points you learned from the World Without Genocide site, the TED talk, and theAct of Killingdocumentary film. What do you learn from that film that you can connect to the Holocaust? What is your reaction to the fact that this mass killing took place more than 20 years after the Holocaust? Post your work by Saturday at 11:59 p.m. Reply to at least one classmate by Sunday at 11:59 p.m.

Resistance

Reading and viewing

If you haven’t started reading What We Knew, start now; we are discussing it in Week 8.

Read Chapter 6 in Bergen's book War and Genocide.

See Defiance (Check Netflix, or available from Amazon and YouTube for $3.99)

View/read all resources in the Week 6 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 6 in Bergen by Friday at 11:59 p.m. Meets EO 4. By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes. Meets EO 4.
3. See and be prepared to discussDefiance. Available on Amazon Prime, YouTube and Apple TV, approximately $3.99 on each source. In the film discussion thread, contribute a well developed assessment of what you think the film contributes to Holocaust studies and how it achieves its purposes. Also consider the following questions: Do you think the Bielskis were justified in how they treated collaborators? What do you think about the statement that the Bielskis were “sometimes as vicious as the Nazis”? In the context of the Holocaust, what ethical questions arise? Roughly 250 words. Meets EO 6. Post by Saturday at 11:59 p.m.; reply to a classmate by Sunday at 11:59 p.m.

Propaganda

Start your learning project.

Reading and viewing

Finish reading What We Knew (we are discussing it next week).

Read Chapter 7 in Bergen's book War and Genocide.

View/read all resources in the Week 7 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to chapter 7 in Bergen by Friday at 11:59 p.m. Meets EOs 4 and 5. By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. SeeDer Ewige JudeandTriumph of the Will(links in the module). Warning: Der Ewige Jude is a hate film. Start by reading the handout "Der Ewige Jude" (please read this BEFORE seeing the film).http://www.holocaustresearchproject.org/holoprelude/derewigejude.html
   
   

Also, please read this paper that focuses in particular on the psychological components, especially on two scenes that are disturbing: Jewish people equated to rats coming out of a sewer and the "kosher slaughter" scene:

http://deepblue.lib.umich.edu/bitstream/handle/2027.42/44639/10810_2004_Article_227864.pdf;jsessionid=C0CF78657221737FC1547368369F0FE9?sequence=1(Links to an external site.)Links to an external site.

Der Ewige Jude is an infamous Nazi propaganda film. Why was this film created; what was its purpose at the time? What does it tell us about the world view of its creators? Select one scene and explain how it is propaganda and how it is designed to foster hatred. Today it is considered a cult film amongst neo-Nazis. Explain why it is still dangerous as a tool of hatred. Additionally, share insights you gained about film as propaganda from watching Triumph of the Will. Meets EOs 5 and 6.

Roughly 250 words. Post by Saturday at 11:59 p.m.; reply to a classmate by Sunday at 11:59 p.m.

Collaborating with evil.

Reading and viewing

Have read What We Knew

Start reading Maus; we are discussing it in Week 10.

View/read all resources in the Week 8 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to What We Knew by Friday at 11:59 p.m. Meets EOs 4 and 5. As part of your response, consider the following questions: What do we learn from the book about how people can be maneuvered into condoning and even collaborating with evil? If we perceive acts of evil and feign ignorance, are we collaborators? ? Do the perpetrators described seem like psychopaths, bureaucrats, or just "normal" people of their time? What understandings can we gain about the culture of Germany at the time and Nazi thinking from the book? By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. How can we connect this week's videos with the ideas in What We Knew? What do we learn about human experiences in the Holocaust from these two videos? Meets EO 6. Due Saturday by 11:59 pm; reply to at least one classmate’s post by Sunday at 11:59 p.m.

Historikerstreit and Testimonies

Reading and viewing

Read Chapter 8 in Bergen's book War and Genocide.
Finish Maus; we are talking about it next week.

View/read all resources in the Week 9 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, write a response to Ch 8 in Bergen by Friday at 11:59 p.m. Meets EOs 4 and 5. By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. Visit one of the following audio galleries:

Fortunoff video testimonies, Yale: https://editions.fortunoff.library.yale.edu/Links to an external site.

Survivor testimonies: https://archiv.zwangsarbeit-archiv.de/en/Links to an external site.

Voices of the Holocaust, Illinois Institute of technology: https://voices.library.iit.edu/solr-search/content?search_api_fulltext=Links to an external site.

Select at least four interviews (more are fine) and listen to them.

Discuss: what do you learn from these interviews (identify the ones you listened to) and from The Lady in Number 6, and how does listening to the survivor’s voices affect your understanding? Meets EOs 4, 5, and 6. Post your comments by Saturday at 11:59 p.m. Reply to at least one classmate’s comments by Sunday at 11:59 p.m.'

4.Read “Throwing Off Germany’s Imposed History” in the module. What do you think about Dr. Nolte’s views? Meets EO 8 . What might Nolte see as a U.S. historical "legend" given his views? Meets EO7. Due by Saturday at 11:59 p.m. Please respond to at least one classmate by Sunday at 11:59 p.m.

Social and psychological factors of Nazism

Reading and viewing

Have read and be prepared to discuss Maus.

View/read all resources in the Week 10 module.

Reminder: The learning project is due in 2 weeks.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. In the reading response thread, please write a response to Maus by Friday at 11:59 p.m. Meets EO 6. In your response, explain how the comic style helps to tell the story of the Holocaust. Does it trivialize the Holocaust? Why or why not? By Sunday at 11:59 p.m., have replied to the reading response of at least one classmate. Feel free to ask questions, to agree, to disagree, or to probe ideas in your reply to your classmate. Use paragraphs; use in text citations to cite quotes.
3. Research discussion: Go to the Hartness Library online. Once there, go to the Academic Search Premier (EBSCO) database. Choose one of the following articles:

• Monroe, Kristen Renwick. "Cracking The Code Of Genocide: The Moral Psychology Of Rescuers, Bystanders, And Nazis During The Holocaust."
• Navarick, Douglas J. "Historical Psychology And The Milgram Paradigm: Tests Of An Experimentally Derived Model Of Defiance Using Accounts Of Massacres By Nazi Reserve Police Battalion 101."
• Stargardt, Nicholas. "The Troubled Patriot: German Innerlichkeit In World War II

What do you learn from your article about social and psychological factors of Nazism? Explain. Meets EO 2. Post your work by Saturday at 11:59 p.m. Reply to at least one classmate by Sunday at 11:59 p.m.

Government complicity; survivors.

Reminder: The learning project is due next week.

Reading and viewing

View/read all resources in the Week 11 module.

Participation

1. In the "Your discussion questions" thread, please raise a discussion question by Thursday at 11:59 p.m. Please reply to the discussion questions of at least two peers by Sunday at 11:59 p.m.
2. What do we learn from Six Million and One and The Nazi Officer’s Wife about the effects of the Holocaust on descendants of the survivors as well as on survivors? Post your response in the film response thread by Friday at 11:59 p.m.; reply to a classmate’s post by Sunday at 11:59 p.m. Meets EOs 4 and 6. Support your ideas with evidence.
3. Government discussion: Many citizens trust legislators (government officials). Many also believe laws are essential to follow. Think about the progression of laws and government statements and actions in Germany that led toward the Holocaust. What kinds of laws have been passed and what kinds of statements have been made by governmental officials here in the U.S. that did or could promote hatred and violence toward particular ethnic or religious groups? Given the evidence, do you think the U.S. is immune from genocide; why or why not? Resources in the module will help, but feel free to seek out additional college-credible resources. Support your ideas with evidence from the resources in the module and any other credible sources you find, and of course cite your evidence. Post by Saturday at 11:59 p.m.; reply to a classmate’s post by Sunday at 11:59 p.m.

Pulling it all together

You made it!

Learning project due Tuesday, August 6 at 11:59 p.m.. Please post it BOTH in the drop box (so I can grade it) and in the learning project discussion thread.

Participation

1. In the learning project thread, please respond to two classmates’ projects. These should be detailed responses; “Great job!” is not an adequate response. Ask questions; point out strengths; suggest how the project might have been strengthened. Have completed your responses by Saturday at 11:59 p.m.
2. Final discussion: What have you gained from the course this semester? How do you plan to put into action what you have learned? What final questions do you have? Due by Thursday at 11:59 p.m. Please reply to two classmates bySaturdayat 11:59 p.m.