Note March/May 2005: I will be teaching another freshman seminar in Fall 2005.
Note 6/5/05: See my new course web page for more information.
Note 5/23/07: The course has been updated for Spring 2007.
Title: "Representing Hitler and Nazism, 1925-2005"
Professor portrait: Professor Marcuse's research focuses on 20th century Germany, in particular the role that crucial historical events played in shaping German culture. He calls his historical approach "reception history"--how historical events are received and imagined by people as time goes by. He has written about the history of Holocaust memorials, and about the history of former Nazi concentration camps.
Time & Location [updated 6/5/05]: Thursdays 2-3, HSSB 4041.

INTRODUCTION AND GOALS (of 2000 course)

Freshman seminars (UCSB freshman seminar program website) give students an opportunity to get acquainted with a professor and the professor's research in a small group setting. I teach German history, and my particular specialty is the different ways Germans have reacted to and thought about the Nazi period of their country's past since the end of World War II. This includes how the Holocaust has been taught in German schools.

My goals for this course are to learn more about what you have learned and what interests you about German history and the Holocaust. I am about to start writing a textbook based on primary sources (historical documents) for use by high school teachers. I hope your experiences and thoughts can guide me to make a better selection of materials.

As for your goals, I am very eager to hear about them! If you haven't done so already, please give it some thought and let me know!

REQUIREMENTS

• The main requirement for this course are that you come, talk, and be friendly.
• I would also like you to do some short readings, find some materials in the library, talk about them in small groups, and report back on your findings.

IDEAS FOR TOPICS FOR OUR WEEKLY MEETINGS

1. determine what we think "the Holocaust" means, and whether/why it is significant
2. draw up a list of the various topics encompassed by the Holocaust (week 2 handout)
3. relate those topics to different "lessons" that can be (have been) drawn from them (handout)
4. find out whether different "generations" have different opinions about that significance, and if so, where the dividing lines of age (birth years) lie (week 4 handout)
5. find curricular materials about the Holocaust and Germany used in U.S. elementary and high schools, and evaluate them (this might include a visit to the library)
6. find out how the Holocaust has been and is being taught in different countries, and attempt to explain the differences (week 6 handout)
7. find out how other genocides/atrocities are taught about (also Vietnam war in the U.S.)
8. find out about different learning styles, and the materials that best appeal to each
9. think about the process of education, both over time in a person's life, and as process developing greater depth about a certain subject
10. conducting "field work:" learning about conducting interviews, and interviewing, for example, 8th and 10th grade students (and teachers) who are learning/teaching about this topic
11. sitting in on a class (middle or high school, or college) to observe how the Holocaust is being taught
12. visiting a Holocaust museum or learning center (LA Museum of Tolerance)