HSSB 4221, 893-2635
Office hours: Tues. 1-2, Wed. 11-12
UCSB Hist 133Q, Winter 1999
READINGS ON THE HOLOCAUST
HSSB 2202, Wed. 2-4:50
In this course we will examine some of the psychological, moral and historiographical issues raised by the Holocaust. We will also learn and practice some of the skills used in creating history: interpreting primary sources, assessing secondary works, and reporting orally and in writing about our findings.
This is an intensive reading course: We will read one or more books per week. Most weeks two students will lead the class discussion based on questions they prepare and distribute in advance. All other students will write short (2 page) essays or prepare questions themselves.
COMPONENTS OF GRADE:
discussion: 8x5%=40%; short papers: 4x5%=20%; questions: 4x5%=20%; guide+discussion: 20%.
REQUIRED BOOKS (also on reserve at the library)
|Jan. 6 Introduction
What was the Holocaust? Why do we study it?
|Jan. 13 Learning about the Holocaust: Anne Frank, Diary; Wiesel, Night|
Which of these books is more suitable for teaching high school sophomores (age 15) about the Holocaust? Why? What lessons can it teach? What aspects of the Holocaust should it convey?
|Jan. 20 Victims and Survivors: Isaacson, Seed of Sarah|
What lessons did Judith Magyar learn from the Holocaust? Which lessons does she wish to teach? How is this reflected in her memoir?
How did women's experience of the Holocaust differ from men's?
|Jan. 27 Perpetrators I: Höss, Death Dealer|
Which character traits and factors enabled Höss to organize factory-style mass murder at Auschwitz? Did he derive satisfaction from his work? Did he come to think that what he did was wrong? How?
|Feb. 3 Perpetrators II: Browning, Ordinary Men|
Which character traits and factors enabled these men to become cold-blooded mass killers? Which of the traits are uniquely German?
|Feb. 10 Perpetrators III: Fleming, Hitler and the Final Solution|
Without Hitler, the Holocaust would never have happened. What role did Hitler play in the specific way European Jews were annihilated?
|Feb. 17 Bystanders I: Abzug, America views the Holocaust|
Which factors were most important in the U.S. government's failure to act against the Holocaust? Why was there no outcry from the U.S. public? Can we say how much people "knew" about the Holocaust at the time?
|Feb. 24 Bystanders II (rescuers): Fogelman, Conscience & Courage|
What character traits and factors played a role in rescuers' decisions to attempt to save victims of the Holocaust? Can education about the Holocaust foster those traits and factors? How?
|Mar. 3 Holocaust survivor Nina Morecki, manuscript (will be provided)|
What role did the Holocaust play in Nina's life? Why did she not tell her story sooner? What lessons has she drawn from her experience? How will students (what age?) respond to her "letter"?
|Mar. 10 Deniers: Lipstadt, Denying the Holocaust|
Why do people deny that the Holocaust happened? How has Holocaust denial influenced scholarship about the Holocaust?
|Mar. 17 Teaching the Holocaust: Rittner (ed.), Anne Frank in the World|
What media and topics are most appropriate for reaching age cohorts born long after 1945? What messages (or lessons) should we convey when we teach about the Holocaust today? How has the Diary been adapted to teach different audiences about the Holocaust?