Course Syllabus

Summer 2023 | HUM-2040-VO01 - The Holocaust

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Matt Messier
View Faculty Credentials

Hiring Coordinator for this course: Jennifer Gundy

General Education Requirements

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

An exploration of the Holocaust from historical, political, moral, and religious perspectives. Students use historical documents, film, literature, and art to explore various dimensions of this watershed event in Western civilization.

Essential Objectives

1. Examine major historical developments leading to the rise of Hitler and the major events contributing to the occurrence of the Holocaust.
2. Articulate the key ideas of National Socialism, Fascism, Hitler, Mussolini and foundation writings of the NSDAP and explore social, historical and psychological factors contributing to the establishment of totalitarian regimes.
3. Identify key philosophical antecedents contributing to the rise of Nazism.
4. Recognize the breadth and diversity of human experiences during the Holocaust.
5. Articulate major conceptions of good and evil, including core issues of racism and genocide, and how they apply to the Holocaust.
6. Explore a variety of responses to the Holocaust in literature, visual, and performing arts and create a personal response.
7. Assess the Holocaust in light of other historical and modern events associated with the word genocide.
8. Describe the essence of the German historical debates (Historikerstreit) in the 1980's regarding the Holocaust.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a low cost ($50 or less) textbook or resource class ***

HUM-2040-VO01 Link to Textbooks/Resources Information for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

IV: Readings:

1. eBook: Bergen, Doris. War and Genocide: A Concise History of the Holocaust. (Found in CCV’s Hartness Library)

2. eBook: Friedman, Jonathan. The Routledge History of the Holocaust. (Found in CCV’s Hartness Library)

3. eBook: Gross, Jan T. Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland. (Found in CCV’s Hartness Library)

4. Browning, Christopher. Ordinary Men. Revised edition (February 28, 2017) (Only text you have to buy)

5. Selected readings I will provide on Canvas

V. Assessment

1. Research Project (30% of course grade)

a. The traditional research project involves 6 stages that add up to 30% of your course grade and result in an 8-page final paper

1. Research Topic (1% of course grade)

a. Find a topic that you can create a thesis from. (For an analytical. expository or argumentative paper)

1.For information on creating a thesis for these types of papers, see:

https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html b. Type your topic into the Canvas assignment category

2. Library Assignment (2%)

a. Contact our embedded librarian to ask about sources for your topic. See, “Class Librarian and Library Resources”

b. Minimum Source Requirement: 5 sources (At least 3 scholarly sources and 2 “Presearch” sources - See “Finding Sources for your Research Project” PowerPoint in Block 2

3. Thesis (4%)

a. For information on creating a thesis, see https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html

4. Outline (5%)

a. Brief and easy to follow

b. Alphanumeric

c. See https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html

for help with outline

5. First Draft of your paper (8%)

a. Submit 4 parts in one Word document:

1. Title page, Outline, 8 pages of text, and Works Cited page.

2. See “Sample Paper” for proper format

b. Important considerations include:

1. Following your outline with thesis driven information

2. Being clear up front what you are trying to say

3. Using good transitions

4. Avoiding repetition

5. Including 15 - 25 in text citations (MLA format)

a. Half should be from your scholarly sources

c. Draft Assessment

1. Your raw score will be based on the rubric

2. This will give you an idea of how close your paper is to meeting the standards

3. Raw scores will be scaled 25%

6. Final Paper (10%)

a. Addresses all first draft feedback

7. NOTE: First and Final Drafts can only be submitted once. You can submit it early but can’t resubmit once it is graded.

b. If you need extra help, use the extra CCV resources offered to you

1. “Get Help” at http://ccv.edu/discover-resources/

2. Help with the Research Project at http://tutorials.libraries.vsc.edu/rbg/help

a. If you use your local Writing Center, bring this syllabus and your assignment’s feedback so they understand course expectations/writing standards/etc.

1. Contact me if there are inconsistencies about expectations

3. The “Hartness Library Toolbox” in the “Course Introduction Block” can direct you to different resources the library has to offer

4. See PowerPoints for extra help with research project stages

5. Call/email anytime with questions

2. Online Discussions (60% of course grade)

a. Weekly Reading Discussions

1. Your initial post for the Weekly Reading Discussions is due by the end of the day on Friday. Late initial posts reduce your Weekly Reading Discussions grade by 50%.

b. Six Research Project Discussions

1. Revolve around the 6 research project stages

2. Discussions will begin at the start of each new block (blocks vary from 1-5 weeks) and finish at the end of the block when the research project assignment is due so there will always be opportunity to discuss your project with your fellow students and myself.

3. Use the discussions to address questions/concerns about your project or to help other students.

4. Your initial post due date for the six Research Project Discussions will be announced at the beginning of each Block. Late initial posts reduce the week’s Research Project Discussion grade by 50%.

c. The Reading Discussions and Research Project Discussions = 60% of your course grade.

d. Any post made after the discussion period is over will receive no credit.

e. See the rubrics attached to the discussions for assessment details. (To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

3. Presentation (10% of course grade)

a. Present your research project

b. Discuss your thesis, main points defending your thesis, sources used.

4. Late assignments

a. Late assignments will receive no credit. The only exception is if there is an IT issue that is CCV’s fault. If this is the case, contact them and have them contact me. If they verify to me that it was their error, you will receive no deduction on a late assignment.

5. Participation (Between +5pts and -40 course points)

a. Based on attendance (No participation over a week = 1 absence)

b. If you have 100% attendance, your final course grade will be increased by 5 pts

c. After one absence, a student's final grade will be reduced.

1. Two absences reduce a student's final course grade by 5 course points

2. Three absences reduce a student's final course grade by 15 course points

3. Four absences result in course failure (-40 pts)

6. If you need extra help, use the extra CCV resources offered to you

a. “Get Help” at http://ccv.edu/discover-resources/

b. Help with the Research Paper at http://tutorials.libraries.vsc.edu/rbg/help

1. If you use your local Writing Center, bring this syllabus, the rubric and your specific assignment’s feedback so they understand course expectations

a. Contact me if there are inconsistencies about expectations

c. The “Hartness Library Toolbox” in the “Course Introduction Block” can direct you to different resources the library has to offer

d. See PowerPoints/links for extra help with research project stages

e. Call/email anytime with questions

VI: Recent Announcements (Top of the Course Website)

a. Course related announcements (Weekly updates, when assignments have been graded, important changes to the course, etc.)

VII. Course Schedule: (Assignments are in red. Late assignments will receive no credit)

1. Due May 29

Reading Discussion #1

2. Due June 5

Reading Discussion 2

Research Project Discussion #1: “Finding a Research Topic”

Research Project Assignment #1 “Research Topic”

3. Due June 12

Reading Discussion 3

Research Project Discussion #2: “Finding Sources for your Paper”

Research Project Assignment #2 “Library Assignment”

4. Due June 19

Reading Discussion 4

Research Project Discussion #3 “Creating a Qualifying Thesis”

Research Project Assignment #3 “Thesis”

5. Due June 26

Reading Discussion 5

6. Due July 3

Reading Discussion 6

Project Discussion #4 “Creating an Outline that follows your Thesis”

Research Project Assignment #4 “Outline”

7. Due July 10

Reading Discussion 7

8. Due July 17

Reading Discussion 8

9. Due July 24

Reading Discussion 9

Project Discussion #5 “First Draft”

Research Project Assignment #5 “1^st Full Draft of your paper”

10. Due July 31

Reading Discussion 10

11. Due August 7

Reading Discussion 11

12. Due August 14

DISCUSSIONS

-Reading Discussion 12

-Presentation Discussion

^-Project Discussion #6 “From First Draft to Final Draft”

ASSIGNMENTS

-Presentation

-Research Project Assignment #6 “Final Paper”

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity