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Meir the Holocaust Winter 2012

Meir the Holocaust Winter 2012

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Published by Natan Meir

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Published by: Natan Meir on Jan 19, 2012
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The Holocaust
Portland State University Prof. Natan MeiHST399 Winter 2012 meir@pdx.eduTTh 10.00 11.50 am Office: Neuberger 315 
This course will introduce you to the Nazi-planned and executed genocide of European Jewrythat has come to be known as the Holocaust. Although we will of course study the so-called“Final Solution” and the process of mass murder, the course aims to give you a broad andcontextualized understanding of many aspects of the Holocaust. These include the German andEuropean contexts for the rise of Nazism; the nature of antisemitism and its links to Naziideology and policy; the nature and definition of resistance; the question of the “bystanders”; andtypes of collaboration. The goal is for you to gain an understanding of the Holocaust as an aspectof many different kinds of history: Jewish history, German history, European history, the historyof antisemitism, and perhaps also the history of human civilization (or the absence thereof). Wewill also explore how the Holocaust is understood and “used” in contemporary society. At alltimes we will remain aware of the ethical and moral issues that inhere in the topics we arestudying as well as in the academic study of the Holocaust itself. As much of this material isemotionally difficult and often painful, I ask that you remain aware of your emotional statethroughout the course and to seek assistance if you feel you need it. Feel free to come to speak with me during office hours or to contact Counseling Services at 503-725-2800.
T
EXTS
(available at Portland State Bookstore)
Debórah Dwork & Robert Jan van Pelt,
 Holocaust: A History
(2003)Dawid Sierakowiak,
The Diary of Dawid Sierakowiak: Five Notebooks from the ŁódźGhetto
(1996)
available on D2L:
Portions of Michael R. Marrus,
The Holocaust in History
, 2
nd
ed. (2000) and Donald Niewyk,ed.,
The Holocaust: Problems and Perspectives of Interpretation,
3
rd
ed
.
(2002)Primary sources gathered from the following sites:
German History in Documents and Images (GHDI):http://germanhistorydocs.ghi-dc.org/index.cfm Yad Vashem Holocaust Resource Center (YV):http://www1.yadvashem.org/yv/en/holocaust/resource_center/index.asp German Propaganda Archive (GPA):http://www.calvin.edu/academic/cas/gpa/Jewish Virtual Library (JVL): www.jewishvirtuallibrary.org  Holocaust Research Project (HRP): www.holocaustresearchproject.org
IMPORTANT: PLEASE PRINT OUT THE PRIMARY SOURCES AND BRING THEMTO CLASS WITH YOU.
 
The assigned reading for each class is divided into primary and secondary sources.Primary source readings are marked with a
symbol.
 
EQUIREMENTS
:
1.Class attendance, completion of readings, and participation in discussions (10%)2.Reading questions : Each Tuesday of Weeks 2, 3, 4, 6, 7, and 9, you will turn in a shortreading response, answering a question posed on the syllabus (1-2 paragraphs, or 250-400words). The assignment must be uploaded to the appropriate dropbox in D2L by 9 am onTuesday morning. You should come to class prepared to answer this question based on your readings for the week, and be ready to discuss your response. This exercise is intended tohelp you understand the major issues covered by the readings (or, in the case of Week 8, by afilm) and to provide a basis for class discussion. You may miss one of these writingassignments without penalty, but no make-ups will be permitted. If you complete all sixresponse papers, I will drop your lowest grade. These are graded on a
+ (A),
(B),
- (C),Ø (no credit) basis. (3% x 5 = 15%)3.Mid-term exam (in-class, Feb. 7)4.ID Cards Group Project : a semi-collaborative research project in which you and fellowstudents will track the lives and experiences of Holocaust victims from throughout Europe.To help you prepare for this project, we will devote part of one class session to the project on1/24, and your group will meet with me at least once. The project includes the followingcomponents:1.Preliminary bibliography, due on D2L Feb. 162.Collaborative research paper of about 1500 words per student, with individualcomponents identified by student, due on D2L March 83.Individual reflective paper (500-700 words), due on D2L March 15The grading of the project will be as follows: research paper: 75%; reflective paper: 15%; bibliography: 10%.5.Final exam: Tues., March 20, 10:15-12:05, in our usual classroomGrading: Your best piece of work will be worth 30% of your total course grade, and the nexthighest grade will be weighted 25%. The lowest grade will be worth 20% of the total grade.These three, plus your reading question grades and attendance/participation, add up to 100%.2
 
G
ENERAL
 
COURSE
 
INFORMATION
Disabilities: Students with disabilities who need additional consideration for the timely completion of anyof the course requirements should speak to the instructor at the beginning of the term, and must beregistered with PSU’s Disability Resource Center (drc@pdx.edu).Laptops and cellphones: If you need your laptop or tablet in class to take notes or to view documents, please do so, but do not check email or surf the internet during lectures. Please also do not use your cellphone (i.e. sending or checking text messages) during class.Grading: I use the American letter-grade format for grading, but don’t be surprised if you see a hybridgrade (e.g., C+/B-) which I may assign if I feel that your work does not easily fit into one rung on thegrade scale. In paper comments, “AWK” means “awkward phrasing” and “GR” refers to poor grammar.Papers: Papers must be turned in on D2L. Note that the system will not permit you to submit work after the deadline has passed, and I will not accept it in any other way.
Material taken (quoted, paraphrased,summarized) from other sources must be properly cited, and the sources properly documented;failure to do so constitutes plagiarism.
Plagiarized work will automatically receive a grade of “F” andmay result in your failing the course. If you are not sure what constitutes plagiarism or academicdishonesty, please consult PSU’s Code of Conduct (http://www.pdx.edu/dos/conductcode
 
) or come tooffice hours to discuss it with me. Chicago/Turabian citation style is preferred, but MLA style is alsoacceptable. Wikipedia is fine for background reading, but may not be used as a source in papers.Late work: Late work will automatically be marked down one grade step per day. Example: a term paper handed in three days late that would have received a B+ will receive a C- instead. If you have a legitimateexcuse (e.g. illness), please get it documented, and make sure to let me know about your problem as earlyas possible and not on the day the assignment is due.E-mail policy: I am happy to correspond with you via e-mail and to answer your questions and concernsthat way. However:
E-mail is not ideal for urgent matters. I consider 24-48 hours to be a reasonable period in which torespond to inquiries. I am usually much faster than this, but not always.
I will not, in general, respond to student e-mails sent after 5:00 on Friday until Sunday afternoon or,at times, Monday morning. Please plan accordingly.
Please remember to identify yourself and state your query as clearly as possible, and write in a styleappropriate to correspondence between student and teacher (i.e., do not begin with “Hey!”).I will not fill in students who miss class on the details of a particular lecture or discussion. Please seek that information from your fellow students.
 Please note that this syllabus is subject to change.
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