Syllabus – Holocaust 378
Religious Studies 378, Dr. Yaakov Levi, Fall 2015
Department of Philosophy and Religious Studies, Hibbard Room 610 (Hours
Tuesday 2:15-3:15, or before class)
E-mail: LEVIY@uwec.edu Papers should not be sent by email without prior permission.
Home telephone: (612) 920-7771, Cell Phone (952) 906-9000. Please leave a message if
I am not in. I’ll return your call.
Home address: 1932 Cedar Lake Parkway, Minneapolis, MN 55416
Disclaimer: this syllabus is tentative and may be subject to change if circumstances
beyond my control require it.
THE HOLOCAUST: 1933-1945, THE DESTRUCTION OF EUROPEAN JEWRY
Welcome to our course!
COURSE DESCRIPTION AND OBJECTIVES
They came for the communists, and I did not speak up because I wasn't a communist;
They came for the socialists, and I did not speak up because I was not a socialist;
They came for the union leaders, and I did not speak up because I wasn't a union leader;
They came for the Jews, and I didn't speak up because I wasn't a Jew.
Then they came for me, and there was no one left to speak up for me."
(Martin Niemoller, 1892-1984)
Holocaust is a multi-disciplinary field. It is not merely a lesson in history course.
It involves aspects from history, sociology, psychology, philosophy, politics, theology,
literature, art, music and others.
Teaching/learning of the Holocaust demands a high level of sensitivity and keen
awareness of the complexity of the subject matter. It is a very sensitive, emotional
field, and it is difficult to read, discuss and watch extreme human cruelty and
human suffering, as well as morality and the definition of human being. Some of the
material in this course is disturbing.
In its madness, its thoroughness, its methods, and its underlying ideology, the Holocaust
defies credulity. Yet the Holocaust did happen and is one of the most important
subjects in human history. It raises a number of crucial and basic questions about
Human Nature, Religion, Social and Political processes. The course will study Nazi
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Syllabus – Holocaust 378
racial doctrines, Anti-Semitism, the fate of the Jews and their responses to that horror,
the role of non-Jews who saved Jews, often risking their lives, and the rescuers.
Because the Holocaust is such a watershed in human history, it has had a significant
impact on Religion, Art, Literature, and Film. These too, will form part of this course.
Issues to be explored include, among others:
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What brought and enables individuals collectively and individually to become
actively involved in genocide (the historical events and the psychological and
sociological factors leading up to the Holocaust)
Roots of the Holocaust – the human choice - the roll of prejudice and racism,
Antisemitism, Stereotyping, and Discrimination.
The role of ideologies, religion and Nationalism in promoting hatred.
The nature of human evil and its impact.
Who was affected besides Jews? ((Roma and Sinti, Jehovah Witnesses, the
disabled, political prisoners, Eastern Europeans and Russians, homosexuals)
Courageous acts of resistance and rescue.
Current issues of antisemitism.
Other genocides (for example Armenian Genocide, Cambodia, Rwanda, Darfur)
What is the role of bystanders?
What can we learn about equality, dignity, ethics, tolerance, diversity and
pluralism, or lack of them?
Can it happen again?
GENERAL ANNOUNCEMENT
(PLEASE REFER TO THE STUDENTS HANDBOOK)
UNIVERSITY POLICY REGARDING PLAGIARISM
Students need to be reminded that there is a strong policy in effect regarding cheating
on exams and plagiarism. The disciplinary procedures and penalties for academic
misconduct are described on the UW-Eau Claire Dean of Students web site
(http://www.uwec.edu/DOS/policies/academic/index.htm).
SPECIAL NEEDS
Students who have learning disabilities or special needs should speak with me during
the first week of the course so I can try to meet your needs. Any student who has a
disability and is in need of classroom accommodations, please contact the
instructor and the Services for Students with Disabilities Office in Centennial Hall 2106
at the beginning of the semester
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Syllabus – Holocaust 378
STUDENTS WHO ARE NON-NATIVE SPEAKERS OF ENGLISH
(See the College statement below)
In courses that require tests to be taken during class time (in which the primary language
of instruction and assessment is English), students who are non-native speakers of
English may request extended test-taking time (time and a half). To determine eligibility,
English proficiency is evaluated by the Academic Skills Center (for U. S. permanent
residents/citizens) or by the Department of Foreign Languages (for international
students). Students approved for the accommodation are given a verification form to
present to their course instructors. Students must provide verification during each
semester at least one week before the test for which accommodation is needed.
Verification is valid for one semester. The accommodation policy does not apply to other
forms of evaluation (e.g., papers, projects, group presentations) or to situations in which
students must demonstrate clinical or similar skills.
ATTENDANCE POLICY
Students are expected to attend all sessions and to come to class prepared with the
readings for that week. Bear in mind that each session is equal to a week of class
sessions. The grade of students who have more than one unexcused absence will be
lowered one full grade. Much of the material (discussions, films, lectures) is only
available at class time. If an emergency occurs, I do appreciate the courtesy of
notification. In cases of unavoidable absence, students must obtain a copy of any
handouts so they will not be unprepared for the next session.
The following statement is one which is recommended by the college:
As a general rule, make ups for missed in-class activities, quizzes, exams, etc. will be
provided only when due to an authorized absence. It is the student’s responsibility to
inform the instructor of such situations and to provide appropriate documentation.
Students will need to consult with the instructor regarding the nature of the make ups and
due dates. . .”
Here is a link to College policy on attendance:
http://www.uwec.edu/DOS/policies/attendance.htm
CLASSROOM CIVILITY
Use of cell phones and computer will be discussed in class. It is my preference that
students use cell phones and computer during class for academic purposes, despite
studies about the independent use of technology in the classroom!
If you feel that the use of phones and/or computers might distract you and alienate you
from the learning environment, please do not use them!
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Syllabus – Holocaust 378
Text messaging and emailing (writing or reading) during class is not acceptable. Phones
and computers may be used in class for class related activities only.
Arriving late is better than not coming at all. Do not wait in the hall to enter at break
time.
Attentive and active participation in class will be our goal. I believe in joyful learning and
full involvement of students in the teaching and learning process.
Students are encouraged to question or disagree, and even “strongly disagree” is
encouraged. Students are encouraged to suggest new materials or topic. However, always
be sure to justify your opinion.
Do not wait to contact me with any comment you may have. No one is perfect!
GRADE CRITERIA
The final grade will be determined in the following manner:
Homework assignments 20%
Quizzes
20%
Midterm*: 15%
Final exam*: 20% Attendance: 10% Class participation 15%
Extra-Credit
1. Extra Assignments and Credits: Students can earn up to two extra credits per
semester by submitting two extra weekly assignments towards the end of the
semester, or two reflections about the course’s topics. Extra credit assignments may
be made at the instructor’s discretion and will be available to the entire class; they
will not be made on an individual basis.
2. No extra credit assignments will be accepted after final course grades have been
submitted.
The final might be substituted with final take-home essay, synthesizing some of the
major issues and themes discussed in this course and in the required readings, and
demonstrating knowledge of and personal involvement in the specific topic.
If a final take-home essay is given, the essay will have to be chosen and delivered in a
timely manner, to meet the time officially mandated by UWEC administration.
The midterm might be replaced with a paper of 7-10 pages on a topic (general or
specific) of your choice and interest. The paper should involve research of primary
source material available in trusted sources (such as Yad Vashem and the Holocaust
Museum in Washington DC, etc.).
Before writing, you need to provide a topic and general outline.
Try to make the topic relevant to yourself, by showing personal involvement. An
interview of a survivor or second generation of survivors will receive extra-points!
When this is not possible, you can relate to recorded testimonies.
Another powerful topic could be “Children of the Holocaust.”
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Syllabus – Holocaust 378
The quizzes will be based on the reading assignments and on classroom lectures and
discussions. In most cases, a study guide will be distributed in advance of each quiz to
help you focus your preparation.
Extra-Credit Option - Read Eyewitness Auschwitz. Three Years in the Gas Chambers,
and take three quizzes on the book. Müller’s book is particularly harrowing and is not
for timid souls. It is not a required reading. Those who choose this option will have
additional questions on the periodic quizzes that relate to your reading of this gripping
and disturbingly horrific memoir. You will also write an additional essay on his work as
part of your fourth paper. The maximum of 10 points extra-credit is enough to raise a
grade to the next higher range, i.e. from a B to a B+.
The instructor will drop the lowest grade of one quiz and the lowest grade of one weekly
assignment before calculating the final grade.
Be sure to retain all papers on a back-up until the end of the semester.
STUDENTS’ EXPECTATIONS
Participation and questions are encouraged: Please don't be shy!
Although I am a veteran, “seasoned” instructor, I do not know everything about the
subject. We will all study together.
Students are encouraged to raise questions about any aspect during sessions, and also
after reviewing learned materials. The course plan is flexible to encourage the students to
bring their own ideas into the discussion.
 Students are expected to arrive at class meetings having already read the material
assigned.
 Students are expected to contribute to topics, bring new topics, information or
ideas, as well as other suggestions.
 Students are expected to increase their knowledge of the Holocaust, generate
questions and draw conclusions, rather than give answer to questions.
 Students are expected to express experiences (even through reading or watching),
thoughts, etc.
 Students are expected to compare and contrast information.
 Students are expected to analyze materials and interpret them.
 Journal writing is encouraged.
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Syllabus – Holocaust 378
INSTRUCTOR'S EXPECTATIONS
It is my privilege and responsibility to make this an optimal learning environment. I will
do my best to help you increase and strengthen your knowledge and skills. I will try to
answer any question you may have and clarify any difficulties you may encounter. I will
be available to assist you outside the class. Please let me know in advance of any concern
or wish you might have.
I am also available for questions/discussions before or after class or by appointment.
COURSE FORMAT
Note: My goal is not merely “to cover” the materials in this syllabus, but make it
meaningful and understood. The process of study may require change of pace.
Therefore the content of this syllabus may be altered after I have had the opportunity to
assess the level of the students and their particular interests.
This course encourages students’ involvement. In addition to the textbook readings,
other materials will be utilized.
We will have guest speakers and/or performers.
From time to time films/videos will be shown.
Personal accounts can supplement a study of genocide by moving it statistics, remote
places and events, to 'personal' and 'particular.'" We will use visual history testimonies of
survivors; if we are lucky, we will have survivors and second generation of survivors as
guest speakers (many of those who are alive are not healthy enough to talk). This we
will try to add an essential human side to the study of the Holocaust.
We will try to make this course interactive, emphasizing the human aspect.
There will be seven quizzes and four papers of varying scope. Repeat: I will drop the lowest
grade of one quiz before calculating the final grade.
Viewing of movies outside of class (preferably organized by the class), such as
“Schindler’s List,” “Into the Arms of Strangers: Stories of the Kindertransport,” “The
Longest Hatred,” “Conspiracy,” “Escape from Auschwitz,” “The Pianist,” “The
Counterfeiters,” “Defiance,” or excerpts of “Shoah,” would be great!
Discussion Circles
Periodically a portion of the class period will be devoted to small-group discussion. In
each small group, (about 4-7 persons) two students will share the responsibility for
conducting the discussion for that week (You will not be graded on your “discussion
leadership skills,” but your special preparation will help assure good sessions).
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I encourage you to link up with one or more persons in the course, with whom you
can meet or call to discuss issues related to the course material, or even to share
feelings. Please feel free to contact me at any time.
Students are encouraged to consider a major in Religious Studies or Philosophy. You
may speak to me or any other Department faculty member.
Film and Documentary Showings
There are many excellent films on the subject of the Holocaust (movies and
documentaries). I believe in visual learning, which I believe makes things real and live,
and can be very enriching. They can also deepen our knowledge and make us emotionally
and personally involved in the subject.
I have chosen a list of documentaries and movies. You are required to attend the
screenings. They are integral part of our study.
YOU ARE WELCOME TO SUGGEST OTHERS!
Visits from Holocaust Survivors and/or Second Generation of Survivors
As I mentioned above, many of those who are alive are not healthy enough to talk.
If/when we have quest speakers, it is expected that all students in the course will attend
their talks. Your encounters with these speakers will be a life-experience!
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Last day to withdraw from the course with no record: September 16
Last day to withdraw from the course with a “W”: November 11
The final exam TBA (between December 14 and 18, and see note about the possibility
of final take-home essay).
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BOOKS FOR PURCHASE:
Bauer, Yehuda, A History of the Holocaust, revised edition. 2001.
Wiesel, Elie Night
Müller, Filip, Eyewitness Auschwitz (extra credit option)
Lewin, Rhoda, Witnesses to the Holocaust, Twayne, 1990
For rental only
Niewyk, Donald, The Holocaust, Fourth Edition. All “PEC” assignments are from
this book. “*” indicates one of two are required, though both are recommended.
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Extra-credit option: Müller, Filip, Eyewitness Auschwitz. Three Years in the Gas
Chambers Ivan R. Dee, 1999
*Optional: Dawidowicz, Lucy, (WAJ) The War Against the Jews, 1933-1945
(Dawidowicz represents a point of view called “intentionalist” that argues that, from the
outset, it was Hitler’s intent to eliminate Jews.)
ADDITIONAL BOOKS FOR REFERENCE: (for special interest and papers)
Adelson, Alen and Lapides, Robert Lodz Ghetto Inside a Community under siege
Ainsztein, Reuben Jewish Resistance in Nazi Occupied Eastern Europe
Alexander, Edward The Jewish Idea and its Enemies
Amishai-Maisels, Ziva Depiction and Interpretation (on the Holocaust in Art)
Arendt, Hannah Eichmann in Jerusalem
Bergen, Doris L. War & Genocide, A Concise History of the Holocaust
Brown, J.E., Stephens, Elaine C., Rubin, Janet E. Images from the Holocaust A
Literature Anthology
Crowe, David, The Holocaust, Roots, History, and Aftermath, Westview, 2008
Davies, Alan T. Anti-Semitism and the Christian Mind
Dawidowicz, Lucy The Holocaust and the Historians
De Pres, Terrence The Survivor, Anatomy of Life in the Death Camps
Dwork, Deborah, Voices & Views A History of the Holocaust
Frank Anne, The Diary of a Young Girl
Friedlander, A.H. Out of the Whirlwind
Friedländer, Saul, Nazi Germany and the Jews 1939-1945 The Years of Extermination
Gager, John, The Origins of Anti-Semitism
Gilbert, Martin, The Macmillan Atlas of the Holocaust
Gilbert, Martin, Auschwitz and the Allies (How they responded to news of Hitler)
Glatstein, Knox and Margoshes, Anthology of Holocaust Literature
Gutman, Yisrael. and Schatzker, Chaim, The Holocaust and its significance.
Haas, Peter Morality after Auchschwitz, The Radical Challenge of the Nazi Ethic
Herf, Jeffrey, The Jewish Enemy Nazi Propaganda during World War II and the
Holocaust
Hitler, Adolph Mein Kampf
Katz, Eric, Death by Design Science, Technology, and Engineering in Nazi Germany
Katz, Jacob, Misreading of Antisemitism
Katz, Steven, Post-Holocaust Dialogues
Keneally, Thomas, Schindlers' List
Klein, Charlotte, Anti Judaism in Christian Theology.
Kogon, Eugen, The Theory and Practice of Hell (The Nazi Horror Camps and How
They Worked.)
Koonz, Claudia, The Nazi Conscience
Kren, George & Rappoport, Leon, The Holocaust and the Crisis of Human Behavior
Langer, Lawrence, Using and Abusing the Holocaust, 2006
Lipstadt, Deborah, Denying the Holocaust
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___ History on Trial, HarperCollins, 2005
Laqueur, Walter, The Changing Face of Anti-Semitism From Ancient Times to the
Present Day
Levi, Primo, Other People’s Trades
Littell, Frank, The Crucifixion of the Jews
Marks, Jane, The Hidden Children The Secret Survivors of the Holocaust
Michael, Robert, Holy Hatred, Christianity, Anti-Semitism, and the Holocaust
Minz, Alan, Hurban Responses to Catastrophe in Hebrew Literature
Morgan, Michael L., A Holocaust Reader Responses to the Nazi Extermination
Morse, Arthur, While Six Million Died
Oliner, Samuel and Pearl, The Altruistic Personality, Rescuers of Jews in Nazi Europe
Perry, Marvin and Schweitzer, Frederick, Antisemitic Myths, A Historical and
Contemporary Anthology, 2008
Reitlinger Gerald, The Final Solution
Rittner, C and Roth John Different Voices, Women and the Holocaust
Rittner, C and Myers, S. The Courage to Care, Rescuers of Jews during the Holocaust
Ross, Robert So It Was True
Roth, John and Berenbaum Michael Holocaust: Religious and Philosophical
Implications
Roth, John, ed. Ethics After the Holocaust
Rubenstein, Richard After Auschwitz
Suhl, Yuri They Fought Back: The Story of the Jewish Resistance in Nazi Europe
Totten,S., Parsons, W., Charny, Israel, eds. Century of Genocide, Garland, 1997
Waite, Robert G. The Psychopathic God--Hitler
Wyman, David, The Abandonment of the Jews
There are many useful Internet sites, but be careful!
Papers that rely solely on Internet sources are not acceptable. Of course, scholarly
papers that are available online may be used).
Yad Vashem, Israel’s Holocaust Remembrance Authority, http://www.yadvashem.org.il/, and the US Holocaust museum websites are superb, and regularly
updated with new documentary materials.
Videos and Films (Examples)
The Longest Hatred, 1993.
Night and Fog (32 Min.)
The Doomed Voyage of the St. Louis (50 min.)
A Debt of Honor (30 min.)
They Risked their Lives.
Escape from Sobibor (Alan Larkin)
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Syllabus – Holocaust 378
Holocaust (Meryl Streep, James Wood)
Judgment at Nuremberg
Playing for Time
Schindler’s List
USHMM’s The Path to Nazi Genocide (25 min)
Peter Cohen’s The Architecture of
BBC’s Auschwitz: Inside the Nazi State (2005) (48 min)
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