Hist 33D, L 19: "Interdisciplinary Perspectives" (Concluding Lecture)
by Prof. H. Marcuse, UCSB, Dec. 2, 2003

[short version of Anne Frank lecture]
What did we learn in this course?

• Announcements: J7+8, final projects, LA$, 133q
• Anne Frank: more or less than the truth?
• Summing up
• course evaluations
• Return project printouts and discuss uploading and form of final projects (handout)

3 Basic Versions of Anne’s Diary

Schematic diagram of 3 basic versions of Anne Frank's diary (from German translation of Critical Edition)	Flow chart showing the relationship between the various early publications of Anne Frank's diary

More versions, more audiences

• Dutch publisher (1947): T II - 15 deletions
  • French translation (1950)
  • German translation (1950): Typescript II
  • English translation (1952): hybrid (7 back in)
• Critical edition (1986): versions a, b, c
• Definitive edition (1995)
  • Miriam Pressler redoes 45-46 synthesis by Otto
• Stage versions (1955; 1997)
• Film versions (1959; 2002)

Anne Frank: Person vs. Symbol

Contextualizing Anne Frank's Story (1929-1945)

Course Evaluations

• need a student to drop these at the history dept. after class (slide under dept office door)
• I take these seriously, please give me your comments on the question sheet!

History (central points of this course!)

• Information is only as good as its source (applies to web pages, too)
• Perspective is crucial
• Explain what is by where it came from
  • issues of cause and effect, and
  • distinguish preconditions, motivations, and goals
• examples:
  • Hitler: role in the Holocaust
  • 1920s: good or bad?
  • 1930s, Kristallnacht
  • euthanasia program; Auschwitz camp

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A model of historical causes

• Question:
  What factors played a role in causing the Holocaust?
  In allowing it to happen?
  In general, what things play a role in allowing and making historical events happen?
• Answer: 5 broad categories, interconnected:
  1. Economic factors (Marxism: these underlie all others)
  2. International factors (diplomacy, intervention)
  3. Elites (behavior of groups w/ special access to power)
  4. Ideology/Information/Media: perception of the world
  5. "Opposition": people, human agents
• "background" of culture and institutions

Psychology

• Human motivation
• Euthanasia doctors; Höss, Eichmann, Batt. 101
• Milgram experiments
• Distinguish:
  • Preconditions
  • Motivations
  • Causes
  • Goals (question of intent)

Roundup of (individual) Motivations

• racism (race-based antisemitism) (hate)
• ideological indoctrination (master race)
• obedience to orders (role of situation)
• deference to authority (bible: Abe vs. Sarah)
• careerism (preemptive obedience)
• conformity (peer pressure; solidarity)
• special selection of perpetrators
• wartime brutalization (situation)
• segmentation and routinization of task
• Economic / Int'l / Elite / Ideology / peOple

Psychology -> Sociology

• Collaboration and Jewish Resistance
• Judenrat and ghetto police
• German resistance: Context matters--the whole society

Professor's see-saw model of social dynamics: how does it apply?

Groups (Sociology)

• Denial: where it fits in
• Representations: Museums, fascism and art

Discussion of Final Projects: Getting them on the web

pass out project update handout and explain