|UCSB Hist 133Q, Fall 1999||Prof. Marcuse|
|Readings on the Holocaust||HSSB 4221, 893-2635|
|HSSB 4201, Wed. 2-4:email@example.com|
|http://www.history.ucsb.edu/faculty/marcuse/133d||Office hours: Tues. 1-2, Wed. 11-12|
In this course we will read and discuss important works about the Holocaust in order to examine some of the psychological, moral and historiographical issues it raises. 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 book per week. Each week two students will present their research to the class, while all other students will write short (2 page) essays or prepare questions. Each student will write a research paper on one of the weekly topics.
COMPONENTS OF GRADE:
discussion: 8x5%=40%; short papers: 4x5%=20%; questions: 4x4%=16%; presentation: 5%; paper: 20%.
Course Theme: Guilt and Responsibility
|13 Oct.||Bystanders: Abzug, America views the Holocaust|
Why was there no Holocaust in the United States?
Did Americans incur any responsibility by not intervening sooner?
|20 Oct.||The German Experience: Heck, The Burden of Hitler's Legacy|
In what ways did Heck's behavior contribute to the Holocaust?
|27 Oct.||Perpetrators I: Proctor, Racial Hygiene|
How could doctors have stopped the Holocaust? Which of their attitudes helped to further the program of genocide?
|3 Nov.||Perpetrators II: Sereny, Into the Darkness|
When did Stangl begin to incur guilt for participating in systematic mass murder? Did he ever come to recognize his responsibility? How? In what ways was his wife responsible?
|10 Nov.||Survivors I: Levi, Survival in Auschwitz|
In what ways did Levi incur guilt?
What circumstances does he describe that explain or exonerate such behavior?
|17 Nov.||Jewish Resistance: Blatt, From the Ashes of Sobibor|
In what ways did Blatt contribute to or hinder the mass murder system in Sobibor? Discuss using concrete examples.
|Rescuers: Fogelman, Conscience & Courage|
What 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?
|1 Dec.||Survivors II: Nina Morecki, Letter (also: www.history.ucsb.edu/holocaust)|
This week everyone should write a list of questions.
For next week, write a one page paper on what you found most striking about the discussion.
|8 Dec.||Survivors III: Isaacson, Seed of Sarah|
How did Isaacson deal with situations where she had to decide whether or not she bore responsibility? (Also after the war!)
How did women's experience of the Holocaust differ from men's?