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2019-20

Web Schedule Fall 2019


Revision Date: 12-Jul-19

HUM-2040-VO01Y - The Holocaust


Synonym: 186503
Location: Online
Credits: 3 (45 hours)
Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course.
Day/Times: Meets online
Semester Dates: 10-29-2019 to 12-16-2019
Last day to drop without a grade: 11-07-2019 - Refund Policy
Last day to withdraw (W grade): 11-26-2019 - Refund Policy
Faculty: Nancy Thompson | View Faculty Credentials
Open Seats/Section Limit: 0/16 (as of 09-20-19 9:15 AM)
This section meets the following General Education Requirement(s):
Human Expression
    Note
  1. 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 page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Browse the Canvas Site for this class.

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 Students use historical documents, film, literature, and art to explore various dimensions of this watershed event in Western civilization.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.

Methods:

Why take a class on the Holocaust? Isn't that depressing?

It should sadden each of us, yes. But I hope you will also see that it is empowering. By taking this class, you have the capacity to bear witness to evil and wrong doing and to consider people's -- and your own -- capacity for bravery.

Through studying what happened to Jewish people and others targeted by the Nazi regime, I encourage you to think deeply about people's abilities to harm others; your own abilities as a potential bystander, perpetrator, resister, or rescuer; the character traits that enable people to stand up for others; many possibilities you may never have considered. Right now, all around us, in our own country, many people feel terribly afraid of potential violence. Women, people of color, non-Christians, immigrants, individuals who identify as gay, lesbian, transgender, bisexual, or queer all feel at risk. Should they be worried? Are they just being anxious? This class will help you understand the potential consequences of scapegoating and targeting and to see the results of that in the Holocaust.

We all need to understand what is happening in the world and what is happening in our own country. We need to understand not just what happened in the Holocaust but how it happened. What circumstances created such a horrific event? We need to understand that the Holocaust was the first instance of massive state murder, but it was not the last. The 20th century saw additional genocides even though the post Holocaust catch phrase was "Never again." How is that possible? Could it happen again? Could it happen here? We look at the stages of genocide to discover the answers.

Our class is heavy on videos that will touch your hearts in various ways, that will offer you shocks and surprises and many questions. It is heavy on discussion. You will read a history book to understand what happened when, and why and how those events happened, but you will also read accounts of perpetrators and even a graphic novel. You'll go to online audio galleries and listen to the voices and words of survivors (who are becoming fewer and fewer in the world). You will have the chance to direct your own learning project, and hopefully you will take the opportunity to create awareness and change around you.

We need to grasp and grapple with the lessons from this time. Please join me in an immersive experience for insights that I hope you will take into the world, your communities, and even your families.

Evaluation Criteria:

Your grade is based on the following:

Weekly work: 70%

Learning project: 30%.

Weekly work

You may earn up to 10 points each week for weekly work. Points are tied to the number and development of postings. For example, 10 points are assigned for meeting all the posting requirements (two thoughtful discussion questions, a well-developed reading response, a reply to a reading response, replies to discussion questions, replies to topical threads, for a total of 10 responses).

Nine points are assigned for all the above and a total of 9 postings, or the person has posted as above, but missed the weekly deadline by one day (that is, began on Friday).

Eight points are assigned for a) eight postings or b) an underdeveloped reading response or b) questions and replies that show less understanding of the objectives or that are less specific than those that will earn 9 or 10 points. Eight points are also assigned if the person met all the criteria for 10 points but did not start to post until Saturday, missing the weekly deadline by two days.

And so on down the point scale; the less insightful responses are, the more off topic they are, they less they show detail or understanding of objectives, the fewer points will be assigned.

No points are awarded for work posted on Mondays.

To earn full points, be active, prompt (meet deadlines) and thoughtful.

Learning project:

The learning project can earn 0 (not submitted;; plagiarized) to 30 (well developed, supported by specific examples, focused on a main idea, structurally correct, correctly formatted, on time) points.

Grading Criteria:

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her ideas.

Grades are assigned on the basis of accumulated points on a 100 scale.

Point scale:

A+: 99-100 A: 93-98 A-: 90-92 B+: 88-89 B: 83-87 B-: 80-82 C+: 78-79 C: 73-77

C- 70-72 D+ 68-69 D 63-67 D- 60-62 F: 59 and below

Textbooks:

Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

HUM-2040-VO01Y Textbooks.

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

Contact Faculty:

Email: Nancy Thompson
Hiring Coordinator for this course: Jennifer Gundy

Syllabus:

'Weekly schedule and guidelines'

Important Course Information
Please begin by referring to the essential objectives for the course. We will accomplish those goals through watching films, reading texts, viewing art, listening to oral histories, viewing photographs, and participating in discussions. Learning will be assessed through discussion contributions and a learning project.

An important note: This class does not and will not consider Holocaust denial theories. This class begins with the understanding that the Holocaust is an established historical fact. There is no room here to debate that fact; such debates are fallacious. Further, I am committed that this class will be safe for people who are Jewish, gay, lesbian or bisexual, and for people with disabilities. Amongst others, members of these groups were all targeted for extermination during the Holocaust. Therefore, we will begin with the understanding that the word “toleration,” when applied to these groups, has an injurious connotation because people in these groups are not lesser humans in any way. Rather, we will start with the assumption that such group members are fully as worthy – as “good,” if you will – as power-dominant group members.

Academic Honesty Policy

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

If you copy and paste your discussion postings, learning project, or anything, you will receive an automatic F in the class and I will refer you to the Dean of Students. Period. Your work must be your own.

If you want to quote sources, fine, but those sources must be cited in correct MLA format and you must enclose direct quotes in quotation marks. No more than 10% of anything you post should be composed of direct quotes. Grades may be reduced for excessive use of quotes.

Learning Project

The project is due Thursday of the last week. You may refer to the rubric under Letter Grade Criteria to understand how the learning project is evaluated.

Please choose one of the following options:

Survey project.

Create a 15-20 question survey on a specific topic in Holocaust and genocide awareness. Conduct the survey (present it to at least 25 people to get a reasonable result), calculate the results, and present your findings in a written report, drawing inferences and forming conclusions.

Please formulate your questions to discern the answer to a central specific research question; a large part of the grade will be based on evidence of critical thinking and analysis, so random questions will not fit the bill.

To be clear, surveying in general what people know about the Holocaust or know about Nazi Germany or know about Hitler willnot work.

Example of specific research questions on which to base the survey:

  • How much is known about human experimentation during the Holocaust?
  • What kinds of education have participants received about the Holocaust in grades K-12 and what are the results of that education?
  • How aware are participants of Holocaust escape and resistance tactics, and how does that color their attitudes toward Jewish victims?
  • How prevalent is antisemitic thought, and how does it correlate to perceptions about the Holocaust?

And so on.

Tip: Random survey questions such as "How many people do you think died during the Holocaust? What were the names of he most famous Nazis? Do you think Hitler was responsible for the Holocaust?" and so on will receive at best a C-. There must be a central question, and this is a serious research project.

In reporting your results, refer to at least two college-level credible sources. Length: minimally 1000 words. The project must be documented in APA or MLA format; format is expected to be correct.


Book critique: Choose a book on the book list in class. After reading the book, write a critique of it that also analyses what it adds to Holocaust studies; it should connect to specific material learned in class and should be supported by at least two credible sources, preferably articles from the databases at the library. I recommend these resources for writing book critiques:

https://owl.english.purdue.edu/owl/resource/704/1/

http://www.writing.utoronto.ca/advice/specific-types-of-writing/book-review

Length: approximately 1000-1200 words, documented in APA or MLA format. Format is expected to be correct.

Blog project. Design and create a blog or website (WIX offers free websites) to raise public awareness about a particular event in the Holocaust. Please avoid obvious and often stated topics. Sample topics: Nazi book burnings, medical experiments on Polish women at Ravensbruck, progressions of killings of people with disabilities (where, when, how, why), Jewish resistance and uprising, and so on. The end result should be a blog that would be considered credible for academic purposes, which means that it should include research. Use at least three reputable sources that are suitable for college level work (not Wikipedia or other encyclopedias). These should be documented in MLA or APA format. Total text should be approximately 1000-1200 words. Images must be cited. Give us a link to the finished blog/website.

Weekly Deadlines

Each week our week begins on Tuesday and ends on Monday. To receive up to full points for weekly work, it must be submitted by the following deadlines:

· by Thursday, 8 pm: At least one weekly discussion question must be posted.

· by Friday, 8 pm: Your response to at least one peer and your response to the weekly reading must be posted. If I have raised a question for the week, you must also have responded to this by Friday at 8 pm.

· By Sunday at midnight: All graded work for the week must be complete (this means responding to other peers, raising additional questions, or posting other information that you want to contribute to the discussion to count toward your weekly grade). For full points, ten postings per week are expected: two discussion questions, four replies to peers, a reading response, at least one reply to a reading response, and two other postings of your choice. Often, for examples, we will have topical discussions on videos and such.

Work submitted on Mondays is not applicable to the weekly grade. Nor do I respond to it.

Note: If your work and home schedule allows you to participate only on Sundays and Mondays, I recommend not taking the class. This is not an independent study.

Weekly assignment schedule:

Week 1

Read http://www.jewishvirtuallibrary.org/jsource/Holocaust/history.html

1. Please post an introduction 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. Please raise a discussion question by Thursday at 11:59 p.m.and another by Sunday at 11:59 p.m. Please reply to the discussion questions of several peers.

3.Please read this article in the New York Times:

https://www.nytimes.com/2017/09/13/opinion/nazis-holocaust-disabled.html?_r=0 What are your reactions to it? Reply in the Reading response thread no later than Friday at 11:59 p.m.

4. Have read and 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 in the chapter that led to the rise of Hitler (meets EO 1)

Remember: to earn full points in a week, you need to post at least ten thoughtful postings. This week that includes at least one discussion question, at least two replies to classmates' discussion questions, your introduction,the two reading responses, and replies to classmates' reading responses on Bergen and Fries. The remaining two posts can be whatever you would like.


Week 2

Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.

Have read and be prepared to discuss Chs 2-3 in Bergen. 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). Due by Friday at 11:59 p.m.

Most citizens believe compliance with law to be a necessity to a safe and orderly society. What laws have we seen enacted in the U.S. that could have led to genocide? If similar laws were enacted today, how would you respond? Respond in the "my question" thread by Sunday at 11:59 p.m.

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

Then see Triumph of the Will and Der Ewige Jude.See the National Geographic film The Rise of Hitler. Links to all three are in the week 2 module.

Der Ewige Jude is an infamous Nazi propaganda film. Please read the information about its production in the documents link. 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. Meets EOs 5 and 6.

Share: What did you gain from the National Geographic film? What did you learn from Triumph of the Will about the power of nationalism? Film responses due by Saturday at 11:59 p.m.

Week 3

Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.

By Friday at 11:59 p.m., have read and posted a response to Chs 4 and 5 in Bergen. By Sunday at 11:59 p.m., reply to at least one classmate's response.

See and be prepared to discuss The Pianist. See this clip from The Lady In Number 6:https://www.youtube.com/watch?v=8oxO3M6rAPwSee the video interview in the week 3 module.
In the film discussion thread, contribute a well developed assessment of what you think the three films contribute to Holocaust studies and how they achieve their purposes. Roughly 250 words. Meets EO 6 Due by Saturday at 11:59 p.m.

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 it about social and psychological factors of Nazism? Explain. Meets EO 2. Due by Sunday at 11:59 p.m.


Week 4
Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.

Have read and be prepared to discuss Ch 6 in Bergen by Friday at 11:59 p.m. Post a response to What We Knew by Sunday at 11:59 p.m:What are three thought-provoking points from the book? Meets EOs 4 and 5.Reply to at least one classmate's response.

See One Day in Auschwitz https://www.youtube.com/watch?v=mZYgzW2fS0oSee and be prepared to discuss Defiance.See this documentary on Treblinka: https://www.youtube.com/watch?v=jb7LrbmpppE

In the film discussion thread, contribute a well developed assessment of what you think the films contribute to Holocaust studies and how they achieve their purposes. Roughly 250 words. Meets EO 6 Due by Saturday at 11:59 p.m.


Week 5
Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.

Have read and be prepared to discuss Ch 7 and 8 in Bergen. Meets EO 4 and 5 Due by Friday at 11:59 p.m.

Please visit the "World Without Genocide" site and comment on two points that you found useful/informative from it. Due by Saturday at 11:59 p.m. I recommend that you also visit the Sophal Ear and Devil Came on Horseback links in the module.

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 Due by Sunday at 11:59 p.m.

Week 6

Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.

Have read and be prepared to discuss Maus by Friday at 11:59 p.m. in the reading response thread. How does the comic style help to tell the story of the Holocaust? Does it trivialize the Holocaust? Why or why not?

Visit one of the following audio galleries: http://voices.iit.edu/search_results.php?filter_by=broadcast_lang&filter_value=English
http://www.bbc.co.uk/archive/holocaust/
http://www.library.yale.edu/testimonies/excerpts/
Select 4 interviews and listen to them.

See The Nazi Officer's Wife: https://www.youtube.com/watch?v=j0mOA1KAZME
Discussion question:

What do you learn from these interviews (identify the ones you listened to) and the film, and how does listening to the survivor’s voices and hearing their stories affect your understanding? Meets EOs 4, 5, and 6. Due in the film and audio thread by Saturday at 11:59 p.m.

Week 7
Post your first discussion question by Thursday at 11:59 p.m. Post your second by Sunday at 11:59 p.m. Respond to at least one classmate's question.


Learning projects are due on Thursday of this week.
Please post a well developed review of at least a page to at least two peers.

Topic discussion: Visit this link on Historikerstreit: http://www.ihr.org/jhr/v14/v14n1p15_Warren.html
Discussion question: What do you think about Dr. Nolte’s assertions? Find, summarize (and cite) at least one other article on this topic and compare or contrast with Dr. Nolte's views. Meets EO 8 .What might Nolte see as a U.S. historical "legend" given his views? Anything? Meets EO7. Due by Saturday at 11:59 p.m.

My discussion questions: Were Nazi atrocities possible for the world to predict, or not? Explain.

What have you gained from the course this semester? Due in the My questions thread by Sunday at 11:59 p.m.

Weekly assignments

Supplemental links:
http://www.historyplace.com/worldwar2/holocaust/timeline.html Holocaust timeline
http://www.ushmm.org/wlc/en/ US Holocaust Museum
http://www.jewishvirtuallibrary.org/jsource/holo.html Overview and history via Jewish Virtual Library

Each week you will have material to read. Some weeks you will have a film to watch. Occasionally, I pose a discussion question for the week. When I do, it’s mandatory to take part in that discussion thread. When you are watching a film, you must post to the film discussion thread a well developed assessment of what you think the film contributes to Holocaust studies and how it achieves its purposes (roughly 250 words).

I do not pose discussion questions about the textbook. Rather, you are required to post a thought provoking commentary about a point or points in the assigned reading from that . A sentence or two is not sufficient. I do not want a summary; I want to see evidence of analysis. Please respond to at least one reading response.

Each week you are also required to post at least two questions of substance to the discussion questions thread. You are also required to respond to peers. Please see above for further details. The weekly assignment schedule can be found in the starting point module.


Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.


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