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Film and Media Studies



Main Office – LL 641

(480) 965-8270

UG Advisor: Laura Gonzales-Macias

Anti-Semitism in the Media

FMS/POS/REL 394

Spring 2008

Instructor: Dr. Michael Rubinoff Day/Time: Internet

Office Location: LL 647B Location: myasucourses.asu.edu

Office Hours: M & W: 5:00-5:50 pm Schedule Lines #34412/31541/32700/14253

and by appointment

E-mail: mrubinoff@asu.edu

Faculty Web Page:

Teaching Assistant: Kathryn Bergeron

Email: Kathryn.Bergeron@asu.edu

Course Description:

The purpose of this interdisciplinary course is to explain the phenomenon of modern anti-Semitism, its

types, various media, and persistence in the wider context of global civilization. The student will be able

to develop his/her abilities in three areas: (1) critical reading, (2) concise writing, and (3) effective

expression with use of the online classroom environment. Aside from these general goals, the student will

also learn many cultural, historical, and political facts associated with modern anti-Semitism. Readings and

online discussions will explain what happened and most importantly, why it happened. The course will

cover many major issues, which have placed anti-Semitism as an issue of greater intensity in the world

today. The classroom will provide the student with both a vehicle to comment on past and present events, as

well as a full opportunity to raise further questions for general discussion.

Additionally, students who successfully complete this course will have demonstrated their research skills

conducted in both physical and web-based libraries, concise, critical writing and understanding the online

instructional environment. After completing this course, you should be able to:

• conduct reading and research using both traditional book/journal sources, media, and web-information,

technology.

• identify, evaluate, and present, through effective critical writing, evidence found in primary and secondary sources (written and media).

• better appreciate the evolution of and variant forms of anti-Semitism from its origins in antiquity through modern and present times.

• understand anti-Semitism as a world philosophy as well as appreciating the concepts and terminology related to this study.

• develop a solid grasp on how different scholars have analyzed anti-Semitism in different countries and different epochs. Are there reoccurring patterns in anti-Semitism, or are there generally similar

characteristics in how anti-Semitism has emerged?

• demonstrate the knowledge and historical perspective necessary to evaluate anti-Semitism in various time periods and media.

• hone online learning skills, which will help with further work at ASU and beyond. By the time we finish, you shall hold the keys for using research databases such as LexisNexis Academic, JSTOR, and ProQuest. This will help you immeasurably in future university work. For those familiar with other electronic databases, the entire class awaits your insights on their use as well.

Activities:

The activities to achieve the course objectives will be, but are not limited to the following:

• critical reading of required texts/media, individual and group responses to questions posted in class conferences.

• individual research projects at physical library, online library, and web sources to identify valid material for analytical writing.

• creation of collaborative documents, which will reflect the consensus of the class on a given assignment.

• you will screen selected feature films, examine newspapers (possibly online), or secure articles from a web database in support of individual assignments.

Required Reading:

Rubinoff, Michael, Anti-Semitism in Modern Times series (2006) - available in segments under COURSE

DOCUMENTS (Release will be stated in ANNOUNCEMENTS as the semester proceeds.)

The lectures are posted in segments during the semester. These lectures expand beyond the required texts.

They will contain many interactive web sites or links to short articles.

Dinnerstein, Leonard, Anti-Semitism in America (New York: Oxford University Press, 1994)

ISBN0-19-510112-X

Lindemann, Albert S., Esau’s Tears: Modern Anti-Semitism and the Rise of the Jews (New York:

Cambridge University Press, 2000) ISBN 0521795389

Reinharz, Jehuda, ed., Living with Antisemitism: Modern Jewish Responses (Hanover and London,

University Press of New England, 1987) ISBN 0-8751-412-6

Schoenfeld, Gabriel, The Return of Anti-Semitism (San Francisco: Encounter Books, 2004)

ISBN 1-59403-089-8

Required Book Descriptions and Their Use in Class:

This highly interactive course surveys historical and modern anti-Semitism and evaluates both its causes and

symptoms. Given the spread of contemporary anti-Semitism as a world ideology, the course will include an

emphasis of its evolution from the 19th century into one of the more disturbing phenomenon to reappear in

the aftermath of the Cold War. It has become a factor in the war on terrorism and is a frequent focus of

media attention. Course texts will include both broad narratives and shorter concise treatments. The first

half of the semester will look at anti-Semitism’s origins in antiquity, the changing dynamics of it caused by

the Middle Ages, and subsequent developments from the Enlightenment through the Nazis rise to power.

One text author (Lindemann) drawing heavily from secondary sources, sees anti-Semitism as a result of

Jewish success. Other writers (Reinharz, et. al.) ascribes different causes for its persistence and Jewish

responses to anti-Semitism. In the second half of the semester, the history of American anti-Semitism

(Dinnerstein) will be surveyed in detail. The final weeks of the course will examine the reemergence of

intense anti-Semitic strains in the past 10-15 years (Schoenfeld) and the challenge its poses to democratic

societies.

Gabriel Schoenfeld is coming to ASU through the auspices of the Jewish Studies Program. He will

speak about, “The Role of the Media in Jewish & General Life” on Tuesday, April 1 from 1:40-

2:55 pm in Payne Education Bldg. 212. There will also be an additional presentation in the evening.

More details on this when they are available. Be sure to plan on attending one or more of these free,

public programs.

Required Screenings and Their Use in Class:

As we examine American anti-Semitism, a select group of feature films for required viewing and discussion

during Weeks 10-12. These run a gamut of historical time frames, 1896-1950s. These films are well known

with star-studded casts. The earlier these are viewed, the better. Spring Break is a great time to finish

these up. Written assignments and the Final Exam makes these essential tools. All of these titles are

available from , Blockbusters, and on reserve under the course/instructor’s name in

the Hayden Library (1 day checkout per title). You can also purchase these from Borders,

or or other online vendors. From local libraries and stores, call in

advance to check on title availability

Week 10 – The Life of Emile Zola (d: Dieterle, US 1937, 116 min.)

The Great Dictator (d: Chaplin, US 1940, 124 min.)

The Life of Emile Zola (1937) revisits the Dreyfus Affair, an alarming episode also discussed in

Lindemann’s text. The film won three Oscars, including “Best Picture” for 1937. This was among the

earliest American films dealing with anti-Semitism. The major cast includes Paul Muni, Gayle Sondergaard,

and Joseph Schildkraut. The strongest pre-World War II account of anti-Semitism in film was presented by

Charles Chaplin. The Great Dictator (1940) was a black comedy, but also a “no-holds barred” assault on

Nazi racial theory. This Oscar winning film was nominated for “Best Picture” in 1940.

Week 11 – Crossfire (d: Dymytrk, US 1947, 86 min.)

Gentlemen’s Agreement (d: Kazan, US 1947, 118 min.)

Crossfire (1947) is a film noir work about a hate-motivated murder. The movie was directed by Edward

Dmitryk and was nominated for an Oscar. The major cast includes Robert Young, Robert Mitchum,

and Robert Ryan. Gentlemen’s Agreement (1947) directed by Elia Kazan, examined social anti-Semitism

from the angle of a reporter posing as a Jew. The major cast included Gregory Peck and John Garfield.

Week 12 – The Young Lions (d: Dymytrk, US 1958, 167 min.)

School Ties (d: Mandel, US 1992, 106 min.)

The Young Lions (1958) focuses on infantry soldiers during World War II. One American soldier is the

victim of anti-Semitism. The film also shows American GIs encountering a Nazi concentration camp.

Nominated for several Oscars and directed by Edward Dymytrk, the screenplay was derived from Irwin

Shaw’s best-selling novel. The major cast includes Marlon Brando, Montgomery Clift, and Dean Martin.

School Ties (1992) details prep school anti-Semitism in the 1950s. A student recruited for the preppie

football team attempts to hide his Jewishness. The major cast includes Brandan Fraser and Amy Locane.

ASU Bookstore Hours:

The bookstore maintains special hours in the first week of class. For more details, browse their web site:

If these times do not work for you, they can mail books to

you or you can try online vendors and go for overnight delivery. The bookstore’s phone is 480/965-4170

and if supplies are out, they can take special orders. Due to cross lists, titles might be in other subject

sections of the store.

Requirements & Grading:

Grades will be weighed on a 100 points scale as follows below.

|Weekly |15 |x 3 | 45 pts |

|Discussion Questions | | | |

|Mid-Term Exam |1 |x 25 |25 pts |

|Second Exam |1 |x 30 |30 pts |

|Total | | |100 pts. |

Course academic performance will be determined as follows below:

|100-90 | A |

| 80-89 | B |

| 70-79 | C |

| 60-69 | D |

| 0 - 59 | F |

These grades are determined under the following criteria (These apply to all written submissions):

The grade of A reflects excellence. The submission offers a well-focused and organized discussion

appropriate to the instructor's assignment, reflects critical use of relevant materials, and demonstrates

effective and formal writing requirements. The work must demonstrate an outstanding effort to identify

varied pertinent sources, to employ those materials critically in the text of the paper, and to provide

error-free citations of those resources.

The grade of B represents an effort beyond satisfactory and indicates the assignment was completed in an appropriate and competent manner and, in general, demonstrates a strong attempt at original and critical

analysis, writing, and research. The submission may contain a number of minor grammatical or citation

errors, and its thesis or its conclusions may be undeveloped or too weakly supported.

The grade of C indicates the assignment was done in a satisfactory or appropriate fashion, and represents

the average work expected for university courses. The submission is organized around a central idea, its

arguments are supported by relevant examples, and the paper is structured into correctly written

paragraphs and sentences. Although fulfilling the assignment, the C assignment may exhibit one or more

weaknesses, including, but not limited to, punctuation and grammatical errors, imprecise or incorrect

word use, inaccurate or uncritical use of materials, and occasional inconsistent organization or

development. Research materials selected or cited may lack direct relevance to the topic.

The grade of D indicates the submission may have a poorly defined topic or thesis, may lack clear focus

or organization, and contains unsupported generalizations or conclusions. Research support is inadequate,

not clearly relevant, or improperly documented, and a less than minimal research effort is evident. The

paper may also suffer from numerous or major formal writing errors.

The grade of F indicates the submission is not clearly relevant to the assignment, and its topic and thesis

are poorly focused or defined. The assignment may display inadequate organization or development,

unsupported generalizations, and nonstandard formal features (including language usage, sentence

structure, paragraphing, etc.). In addition, research support is absented, inadequate, or irrelevant to the

assignment. This grade can also be earned by failure to complete the assignment.

Examinations

There will be a Mid-Term Exam on Tuesday, Feb. 26 and a 2nd Exam on Tuesday, April 29. The 2nd Exam

will not be cumulative. Each exam will be of the essay variety. Though not constructed yet, there will likely

be two long essays to write and shorter identification items from which to choose.

Mid-Term Exam

The Mid-Term Exam will be on Tuesday, Feb. 26. The exam will be available for 24 hrs. and the student

must post their paper before 11:59 pm on that day. There will be further instructions on submission in the

ANNOUNCEMENTS section of the online classroom. You will be required to source note

(footnote/endnote) in whatever format you choose and list references consulted at the exam’s end. Such

notes are easily inserted. The Mid-Term Exam itself must be deposited in TOOLS/Digital Drop Box.

Second Exam

The 2nd Exam will be on Tuesday, April 29. The exam will be available for 24 hrs. and the student must

post their paper before 11:59 pm this date. There will be further instructions on submission in the

ANNOUNCEMENTS section of the online classroom. You will be required to source note

(footnote/endnote) in whatever format you choose and list references consulted at the exam’s end.

Such notes are easily inserted. The 2nd Exam itself must be deposited in TOOLS/Digital Drop Box.

The exams will cover reading assignments/films/discussion boards through the class date (see

Reading Schedule below), discussions, web sites listed for study, and required media. The Mid-Term will

be inclusive of all Weeks 1-7 texts and Discussion Boards. The 2nd Exam will be drawn from Weeks

8-15.

Mid-Term and Second Exam Writing Standards

All work must be typed, double-spaced, spell-checked, and proofread to assure complete sentences and

clarity. In setting the paper up, use Times New Roman with a 12-point font. Grammatik and "Tools" aside,

it is recommended to write in the past tense. Available for 18 hrs, it should include a references page and

be generously source noted. You may use APA, MLA, or Chicago formats. If you are unfamiliar with any

of these formats, they can be quickly learned and abridged versions of their specifics are available in

bookstores and libraries. An unrecognized style or an apparent hybrid of these formats will result in a grade

reduction. Pick one and be consistent with either notes after a sentence is quoted or paraphrased (APA and

MLA) or a footnote/endnote (Chicago). If you want to source a direct quote or paraphrase from page 51 in

Lindemann per APA style, it goes immediately after the citation/sentence and should look like this

(Lindemann, 2000, p. 51). MLA and Chicago styles have their respective counterparts - Whichever you

choose, just be consistent and generous in notes. As a rule of thumb when in doubt, source note and you

are on the way to earning points. It is imperative to document your writing.

Essentially, the exam should read like a well formatted and composed research paper. Print out a hard copy

of your paper and then proofread it--ask someone else to read it before submission. You do not want me to

identify your typos. Note: If you use a Mac, be sure to convert your file to a Word.doc for a PC.

Things I look for in Good Writing

Avoid (1) use of personal pronouns, (2) use of “feel” and “that” [the latter word can be often deleted

without sentence harm or substituted with “how” or “which],” (3) single-sentence paragraphs,

(4) present tense participles [ing words], (5) contractions, (6) posing questions to the reader and,

(7) long, run-on sentences. Twenty percent of the paper’s grade will be based on content, clarity and

style.

As you can see, by putting these in color, I place a tremendous stock in neatly prepared work. Aside

from substance, work reflecting an application of these standards will receive the appropriate recognition.

The instructor reserves the right to deem a submission as “unacceptable” if not written according to these

standards.

Discussion Questions (DQs) – found on Discussion Boards

At the start of each week (see Calendar on pp. 11-12) a Discussion Board (DB) with questions will be

posted by the instructor. The student will be required to submit his/her answers to the questions for the first

week of the course by 11:59 p.m., Friday, Jan. 18 and every subsequent Thursday of the week they appear,

Except for the Spring Break and Friday, May 2 (see calendar in Attendance section below). Timely

Submission not only gives us talking points for the week, but also gives sufficient time for students to

Comment on one another’s work and meet other weekly attendance (see Attendance on pp. 11-12). Each

week’s DQs are a formal assignment and subject to limits per DB instructions provided each week, as well

as the Writing Standards listed below. I advise creating your answers in a Word document and then

COPY/PASTE in the DISCUSSION BOARD section of the classroom. You may also copy/paste the actual

question(s) in your posting, but repetition of these do not count towards the required words for the answer.

To assure credit, each student should create a thread for his or her DQ posting (write something like Week 1

DQ –Jane Doe). To make sure you correctly posted, be sure to check back on the board after posting to read

your posting word-for-word. This takes an extra minute, but it is well worth the effort and might guarantee

you credit for the submission. Be sure to reference sources used generously as a way to avoid problems (see

Statement on Plagiarism below and Academic Dishonesty on pp. 12).

Discussion Questions Appearance

Grammatik and "Tools" aside, it is recommended to write in the past tense. These do not need to be

an attachment to the posting, just a neat presentation under the guidelines above. In DQs, single spacing

is acceptable. Be sure to source note in whatever paper format you choose. For example, if you want to

source a direct quote or paraphrase from page 51 in Lindemann APA style, it goes immediately after the

citation/sentence and should look like this (Lindemann, 2000, p. 51). MLA and Chicago styles have their

respective counterparts - Whichever you choose, just be consistent and generous in notes. As a rule of

thumb, when in doubt, source note and you are on the way to earning points. It is imperative to document

your writing. For APA users, note the unique case use in this format’s references capitalization.

Standards for Written Work:

For quality, I always advise writing your DQs in a word processor and then copy/paste to the DB.

You should regard the DQs as a weekly assignment, almost like a take-home writing exam. The

Mid-Term Exam and Second Exam are both similar to a timed, take-home assignment.

All written work should be (1) in complete sentences, (2) in correct English, (3) spell-checked,

and (4) in the correct APA, Chicago, or MLA note style. An unrecognized style or an apparent hybrid

of these formats will result in a grade reduction. If you are unfamiliar with any of these formats, they can

be quickly learned and abridged versions of their specifics are available in bookstores and libraries.

References and citations should be appropriately listed. Note the unique APA case use in capitalization.

Print out a hard copy of your paper and then proofread it--Ask someone else to read it before submission.

Avoid (1) use of personal pronouns, (2) use of “feel” and “that” [the latter word can be often deleted

without sentence harm or substituted with “how” or “which],” (3) single-sentence paragraphs,

(4) present tense participles [ing words], (5) contractions, (6) posing questions to the reader and, (7) long,

run-on sentences. Twenty percent of the submission’s grade will be based on content, clarity and style

As you can see, by putting these in color, I place a tremendous stock in neatly prepared work. Aside

from substance, work reflecting an application of these standards will receive the appropriate recognition.

Before submission of the assignment, print it out, read it aloud, and ask someone else to read it, too.

Statement on Plagiarism

Writers sometimes plagiarize ideas from outside sources without realizing they are doing so. Put

simply, you plagiarize if you present other writers’ words and ideas as your own. Students in particular,

should be aware how this can be noticed obviously by instructors - some papers just read a certain way

(just too good for undergraduate level writing) and tip off the plagiarism. You do not plagiarize if you

"provide citations for all direct quotations and paraphrases, for borrowed ideas, and for facts not

considered to be common knowledge" (Crews and VanSant, p. 407). This is an APA style source note. For

example, common knowledge would be, "Columbus set sail for America in 1492.” A paraphrase of

information is summarizing an item, usually with the idea of making a critical analysis or comment. For

example, “One really can never know what was in Columbus’ mind when his diary notes the expulsion of

the Jews at the time he departed Spain.” This is not absolutely common knowledge and requires some note

to show from where you derived this speculative observation. So the goal is to generously place notes in

your paper. If you use web sites, abbreviate them for a note and list the URL among the references. When in

doubt, insert a note. Such use usually leads to good marks.

When in doubt on use of a source, insert the material used. It is for your own protection as the university

takes an extremely dim view on plagiarism, also described as “unoriginal work.” The instructor reserves

the right to fail any student who plagiarizes or does not give appropriate attribution to paraphrased material

(see Academic Honesty below). It should be added, plagiarism is fairly easy to discern. It can lead to

serious academic penalties, including course failure and a written report to the university. See Academic

Dishonesty below for additional information.

Warning on Web-Based Research

Certainly feel free to examine the web (go under the search engines) for additional information. You

might be directed to do some of this in the weekly assignments. It is suggested to use web sites with

verifiable authors. I have seen some good students unknowingly use questionable web sites with

disastrous results (e.g., a student in an on ground course once did an oral summary based heavily on

web research. She reported Eleanor Roosevelt denied a public viewing of FDR before his funeral because

of disfigurement due to his suicide with a gun. This was the first time I ever heard of a Roosevelt suicide

and it totally runs counter to major scholarly biographies in the field.). Frequently, sites associated with a

URL featuring the extension .edu are likely to be sound – but it is good to get more than one opinion on

even factual data. The Hayden Library has online collections and hardcopy collections for you to use.

Be on time with DQ Submissions (and be different with sources)

It is very easy for the instructor and others in class to see if someone is actually copying a class

member’s work and simply turn to the exact same sources. This practice should be avoided. It can lead

to plagiarism investigation (see Academic Dishonesty on pp. 12). There is literally a world of sources to be

used. Avoid the first smorgasbord of sites offered you in Google and other browsers. Be creative in web

sites and impress the instructor with materials referenced from scholarly articles available in the online

databases of the Hayden Library. In fact, there is a guide below for using several online database

collections. In some Discussion Boards you will be required to use these sources. So take a few minutes to

familiarize yourself with how to quickly click to use some of the very excellent databases available.

Do Not Cite Encyclopedias (you can lose points by doing so)

I am not impressed with research done with encyclopedias and almanacs (i.e., Columbia, Encarta,

Britannica, Virtual Jewish Encyclopedia, Wikipedia, World Book, etc.). I also have these tools readily

available and seldom need them. These kinds of materials are much too general and as a rule, simply rehash

the text. You certainly can consult encyclopedias and almanacs on your own – They can be interesting. But

in our kind of upper division, academic work, they simply are best left alone for authoritative citation. Go

for new material, fresh interpretations, sole subject works and the like. You will see they are much more

intellectually stimulating. With the Hayden Online Library, many great journals, magazines, newspapers,

etc., are at your fingertips.

I WILL WRITE THIS DARK RED. DO NOT CONSULT WIKIPEDIA (“THE FREE

ENCYCLOPEDIA”) AS IT IS AN UNRELIABLE SOURCE SOMETIMES FILLED WITH

SKEWED/BIASED INFORMATION AND EVEN HOAXES. UNLIKE DATABASES BOUGHT

BY LIBRARIES, THIS “FREE” SITE IS UNFILTERED AND NOT PEER REVIEWED. AS A

RESOURCE IT CAN CAUSE GOOD STUDENTS TO PERFORM POORLY.

How to Use Online Collections in the Library (These are the “keys to the kingdom.”)

NOTE: If you are located off campus you will have to login using you ASU ID, last name, and ASU pin.

LEXISNEXIS ACADEMIC (excellent for public affairs and policy issues)

1) Type in your browser: asu.edu/lib

2) On the library home page, click Find

3) At Find, click Articles (by Topic)

4) At Articles, Click LexisNexis Academic

5) At LexisNexis Academic page, click to access the database

6) At LexisNexis Academic descriptive home page, Click

7) This should bring you to “Quick News Search.” Type whatever interests you in the box and let the

database search.

JSTOR (excellent for historical and political science articles)

1)  Type in your browser: asu.edu/lib

2) On the library home page, click Find

3) At Find, click Articles (by Topic)

4) At Articles, type JSTOR (to Get Index)

5)  Under the search bar entitled “Search for specific index by name” enter JSTOR, and then press “go.”

6)  You should click on the JSTOR link when it appears.

7)  On this page you should once again click on the link entitled “JSTOR.”

8)  After logging in the JSTOR page should appear, once it does click on the link entitled “search.”

9)  On the right-hand side of the page next to the search bar you should click on the link for “advanced

search.”

10)  Once you have reached this page you should type “Modern anti-Semitism” into the search bar, then

highlight the topic journals you think relate to the subject of this course, such as economics,

political science, history, Jews, Israel, etc.

11)  Once you do this you will probably have a search that is too large. To fix this you can bring up the most

recent journal articles first, or narrow the search by also typing “Anti-Semitism in the Media” (2431

entries listed as of Jan. 8, 2008) or any of the names found in the course texts into the topic line/white

box.

ACADEMIC SEARCH PREMIER or EBSCOhost (holds the “Index to Jewish Periodicals” since 1988)

1) Type in your browser: asu.edu/lib

2) On the library home page, click Find

3) At Find, click Articles (by Topic)

4) At Articles, Click Academic Search Premier (EBSCOhost)

5) At Academic Search Premier (EBSCOhost), click to access the database

6) At Academic Search Premier (EBSCOhost), click tab on top toolbar (Choose Databases)

7) Scroll down 11 lines/databases until you see to “Index to Jewish Periodicals.” Click and then type in

at Find whatever is of interest and then let the database search.

PROQUEST/HISTORICAL NEWSPAPERS

1) Type in your browser: asu.edu/lib

2) On the library home page, click Find

3) At Find, click Articles (by Topic)

4) At Articles/Research Databases, scroll through the alphabet and click “P” for ProQuest

5) At ProQuest, you will see the historical Atlanta Constitution, 1868-1929, Chicago Defender, 1905-

1975, Hartford Courant, 1764-1984, Los Angeles Times, 1881-1984, New York Times (1851-2003),

and Washington Post, 1877-1990. Once you have a name and/or topic, set the year/date parameters.

FILM INDEXES ONLINE (covers all films in our course time period)

1) Type in your browser: asu.edu/lib

2) On the library home page, click FIND

3) At FIND, click All Resources

4) At All Resources, scroll down to Film Indexes Online (1893+)

5) At Film Indexes Online (1893+) you can browse through either the AFI Catalog or Film Index

International.

For those unfamiliar with electronic collections, this is a rapid learning process. For everyone, this course

is an excellent opportunity to develop sophisticated research skills.

If you have questions on how to use the online collections, call the Reference Desk at Hayden Library and

they can walk you through each step. The Reference Librarian phone number is 480/965-6164.

Other Resources

Free subscriptions to online editions of major American newspapers can be found at their home pages. For a

given city, do a search and you should find the links.

You have many sources from which to choose. Many of the organizations mentioned in the course texts

host web sites easily accessible from your browser. A few other useful ones are the following:

(Anti-Defamation League of B’nai Brith)

(American Jewish Committee)

(American Jewish Congress)

(Famous Yiddish daily, now published in English)

(Jewish Telegraphic Agency wire service)

(Washington Jewish Week)

(Jewish News of Greater Phoenix)

(neoconservative policy magazine formerly published until last year by the

American Jewish Committee)

(The New Republic, policy magazine usually siding with moderate liberals)

(Rambi - Index and Articles of Jewish Studies, citations and some in full text)

(Conference of Presidents of Major Jewish Organizations)

(American Israel Public Affairs Committee)

[NOTE: ASU has a single-user license to the entire Commentary Magazine archive. So only one student at

a time can use the license. If you are off campus, log in first and then you have access to the archive.

Alternately, you can get a 30-day free trial subscription to the Commentary archive.]

Attendance

Class begins on Monday, Jan. 14 and finishes in terms of active online class participation on Friday, May 2.

The lectures and other information posted by the instructor, which will be the basis for the weekly DQs. The

student will be required to answer DQs posed in the lectures. Look for new DISCUSSION BOARD items to

open with opportunities for these postings. In addition, at least two substantative comments on other

student’s answers or newly introduced subjects (offered by the instructor and class members alike) are

required each week. These postings beyond the student’s own should reflect a thorough reading of the

given thread (Short responses like “I agree” or similar unspecified musings will not count.).

If you reference something, insert material with a copy/paste and/or web link for everyone to know from

where the information is derived. At a minimum, a posting should be 75-100 words to be an adequate

expression.

In sum, there is a requirement to (1) answer the DQs and (2) make at least two additional postings on

two different days during the week (i.e., 1 weekly DQ set x 15 (3 points) weeks = 45 pts total.). In sum,

to meet attendance each week, a good DQ set and minimally two subsequent posts have to be made

three posts total

The attendance calendar is as follows (DQs due dates in parentheses):

Week 1: Jan. 14 - 20 (DQs due Jan. 18) [Note: DQs accepted through this Friday only.]

Week 2: Jan. 21 - 27 (DQs due Jan. 24)

Week 3: Jan. 28- Feb. 3 (DQs due Jan. 31)

Week 4: Feb. 4 - 10 (DQs due Feb. 7)

Week 5: Feb. 11 -17 (DQs due Feb. 14)

Week 6: Feb. 18 - 24 (DQs due Feb. 21)

Week 7: Feb. 25 - March 2 (DQs due Feb. 28)

Week 8: March 3 - 9 (DQs due March 6)

March 10 - 16 (none - Spring Recess)

Week 9: March 17 - 23 (DQs due March 20)

Week 10: March 24 - 30 (DQs due March 27)

Week 11: March 31 – April 6 (DQs due April 3)

Week 12: April 7 - 13 (DQs due April 10)

Week 13: April 14 - 20 (DQs due April 17)

Week 14: April 21- 27 (DQs due April 24)

Week 15: April 28 - May 2 (DQs due May 2) [Note: The last week of class is only 4 days.]

Failure to make the minimal of three (3) postings per week will result in being counted “absent”

from class. As with my on ground courses, three (3) weeks of absent attendance will result in a full,

final grade point reduction. A fourth (4th) week’s absence will result in an additional grade point

reduction. Again, included for these postings are (1) the weekly DQ(s) from each student and (2) reading

over other student’s answers and making at least two (2) substantive comments (on two different days) or

responding to a new thread started by the instructor of someone else. You want to post on three

(3) different days each week to be in compliance. You may also reply (make attendance) to someone who

has made an observation on your DQ thread. The instructor reserves the right to lower a final grade

further for any additional absences beyond four weeks. Late postings beyond the weekly calendar will not

count towards attendance nor awarding of points in the given week. Any Sunday posting will be counted

toward the preceding week’s attendance. Expect the older week’s Discussion Boards to be closed for

additional comment after Sunday. Unless otherwise directed, answer all numbered DQs on a board.

Recapitulation of Weekly Written Disscussion Questions and Exam Requirements:

1. Submission of online Mid-Term Exam on Tuesday, Feb. 26 (24 hrs. to answer/submit the full set).

2. Submission of online Second Exam on Tuesday, April 29 (24 hrs. to answer/submit the full set).

3. Weekly Discussion Questions submitted by 11:59 p.m. on Thursdays (except Week 1-due Fri., Jan. 18).

4. Along with DQs and to be in attendance compliance for a given week you must make at least two

additional quality postings on two other days of the week (aside from the DQ due date) in either the DQs

board or in reply to fellow students or answer any of the other active boards created by the instructor.

NOTE: Students are responsible for all course materials in texts, lectures, and the DB content on exams.

Withdrawals and Incompletes



Academic Dishonesty

Film and Media Studies abides by ASU’s Office of Student Life: “Student Academic Integrity Policy.”

See:

Any student in class who is from another college or university is subject to the ASU policy listed herein.

Online Course Information

For asuonline, browse:

For issues relating to ASURITE and password, call 480/965-6500.

You can also email: myasu-q@edu (When they are in, the staff usually turn out around emails in 24 hrs.

During regular business hours, the staff can be met after 8:00 a.m. until 5:00 p.m. in Computing Commons,

Room 202.

For issues relating to navigating myASU, call 480/965-6922 (Hours are 8:00 a.m. – 5:00 p.m. on Monday-

Friday. You can also email them at: dlt-tech@asu.edu

Redirecting email (The university assigns whatever email account it has on record to the online classroom.

Therefore it you are using a different email address at present, you will need to have your myASU email

forwarded to the account you are actively checking.

• You cannot change your ASU email address or any other information on myASU, you can only set it

to forward to another account of your choice.

• For instructions on how to redirect email, go to



NOTE: This will not change your ASU email address to the forward account, it will only forward mail

sent to your ASU account to your account of choice.

• For access to the course via the web, go to myasucourses.asu.edu

• For FAQs and the like on myASU and the web environment, go to



Your instructor can help you with course subject matter. For specifics on how to use myASU (Blackboard)

software, it is necessary to go to the contacts above. It is presumed students will take the requisite time

to familiarize themselves with the software on or before the first day of class.

Information about myASU courses [NOTE: This is generic material from ASU IT.]

There is a tutorial designed to be helpful with operation of myASU.



There is also a tutorial designed to be helpful with the Digital Drop Box.



Once you reach the course site, an array of buttons will appear on your left portion of the screen.

• The ANNOUNCEMENTS page is the default page which comes up when you enter a course and

shows all the announcements posted for the course.

• The COURSE INFORMATION section contains information relating to the course – for example, the syllabus will be posted here.

• The STAFF INFORMATION section contains information about the instructor.

• The COURSE DOCUMENTS section contains material for the course – For example, look for lectures (see pp. 7-8 on Discussion Questions) described earlier in the syllabus to appear here.

• The ASSIGNMENTS section contains descriptions of assignments for the course.

• The COMMUNICATION section contains links to the discussion board, virtual chat, and group pages, and allows you to send email. This is where you can also post your answers to the weekly Discussion Questions and comments on other student’s postings.

• DISCUSSION BOARD (Post here the weekly DQs.) takes you to those areas. DISCUSSION BOARDS are the same concept you may know under the alternate name of online chat rooms.

• The EXTERNAL LINKS section contains links to the Websites.

• The TOOLS section contains the Digital Drop Box (This is where you will upload exams), your course grade, calendar, address book, etc. The Digital Drop Box records the day/time when your exam is uploaded. Submission is a two-step process: (1) upload and (2) send.

Access sometimes is denied on Friday nights for service maintenance. Updates on

such downtime are usually posted in advance on the home page of ASU Interactive



Course Topics, Reading/Screenings Schedule (subject to change)

Read according to this schedule for the class discussions, Mid-Term, and Second Exam. Feel free to

read ahead since almost of the contents will be covered on exams. This simple key below should help you in

identifying the different texts for each week. A number in parentheses means a particular book chapter.

Unless noticed (in parantheses), read the complete chapter.

Dinnerstein (Anti-Semitism in America)

Lindemann (Esau’s Tears: Anti-Semitism and the Rise of the Jews)

Reinharz (Living with Anti-Semitism)/Chapter author last names will also be listed

Schoenfeld (The Return of Anti-Semitism)

01/14 – Week 1

Overview: Anti-Semitism before Modernity

[Lindemann, Preface, Chapter 1; Reinharz/Preface, Introduction (Halpern)]

01/21 – Week 2

Anti-Semitism during the Enlightenment

[Lindemann, 2; Reinharz/Burns, Frankel]

01/28 – Week 3

Jews, Germans and anti-Semitism in the 19th Century

[Lindemann, Part Two (pp. 97-103), 3-4; Reinharz/Pauker, Mendes-Flohr)]

02/04 – Week 4

Socialism, Jews and Conditions in Austria-Hungary, France, and the UK

[Lindemann, 5-8; Reinharz/Toury, Wistrich, Kieval, Vital]

02/11 – Week 5

Raw anti-Semitism in Russia and Rumania/Appearance of Zionism

[Lindemann, Part Three (pp. 273-78), 9-10; Reinharz/Lambroza]

02/18 – Week 6

European anti-Semitism during World War I and its aftermath

[Lindemann, 11 (pp. 355-371); Part Four (pp. 387-89), 12-13]

02/25 – Week 7

Interwar Europe and the Fascist Epoch

[Lindemann, Part Five (pp. 457-60) 14; Reinharz/Shmeruck, Mendelsohn]

Mid-Term Exam administered online (24 hrs.) on Feb. 26/Have all material read

through the end of Week 7.

03/03 – Week 8

European anti-Semitism ascendancy/The Holocaust and the Jewish response to anti-Semitism

[Reinharz/Kulka, Marrus, Shapira, Yahil, Gutman]

03/10 – NO CLASS (Spring Recess)

03/17 – Week 9

Anti-Semitism in Early American History

[Lindemann, 8 (pp. 251-63), 11 (pp. 371-85); Dinnerstein, Preface, 1-3]

03/24 – Week 10

Nativist anti-Semitism, 1900-1933/American anti-Semitism at High Tide, 1933-45

[Dinnerstein, 4-7; screening The Life of Emile Zola, The Great Dictator]

03/31 – Week 11

American Anti-Semitism Ebbs/Anti-Semitism on Film

[Dinnerstein, 8; screening Crossfire, Gentlemen’s Agreement]

04/07 – Week 12

Nuances of American anti-Semitism, 1945-1992

[Dinnerstein, 9-11, Summary and Conclusions; screening The Young Lions, School Ties]

04/14 – Week 13

Contemporary anti-Semitism and Islam

[Reinharz/Stillman; Schoenfeld, Chapters One-Two]

04/21 – Week 14

Contemporary anti-Semitism: Europe and America

[Schoenfeld, Chapters Three-Four]

04/28 – Week 15

Contemporary anti-Semitism: Denial of the obvious

(Schoenfeld, Chapter Five)

2nd Exam to be taken on online (24 hrs) on April 29 and covers all material from Weeks 8 –

15.

May 2 is the end of online instruction and all weekly attendance submissions.

Blackboard Information/Server Maintenance:

Class can be found at myasucourses.asu.edu. There is no need to type www for Netscape users. Access

sometimes is denied on Friday nights for service maintenance. Updates on such downtime are usually

posted in advance by ASU IT at asu.edu/emma.

Additional Information:

Reading and Study Guidance

Do not be distressed to find the readings do not perfectly match one another. While much of the course

material might be new to you, do not let this get in the way of things. In order to “master” the material, I

advise the following:

Text Reading/Screenings:

• Upon completion of a chapter/screening a film, write a summary of what was discussed. Pick major concepts, names, obviously “red letter” dates, etc., and give yourself a “comfort level” with the material.

• Another way to “master” material is to use the web for “verifiable” sources on whatever topics you

seek further information or explanation. Most major libraries have the Encyclopedia Judaica (Keter:

Jerusalem, 1971), a multi-volume work published over 35 years ago as a definitive compilation of

basic, factual scholarship for its time. Hayden Library has both the hard copy and an online version (for

use on library PCs only). The EJ is a great source for reference, but as said earlier (see p. 8), do not use

encyclopedias to meet minimum sources required in a DQ.

Ultimately, you want to produce your own “Study Guide” with the materials. The texts are based on

a outline proposal to a publisher. Take the “meat” of these materials back to a skeleton. Use a

chronology to construct an outline. Put the “meat” on the outline with a sentence or two for

clarity/meaning.

• Lastly, practice for exams by putting yourself in the instructor’s role and determine what you would pose as essay questions and IDs. You can also contact others in class for either online, phone or even

in-person “brainstorming” sessions in advance of exams.

• When in doubt on something, feel free to ask questions on the Discussion Boards.

Late Work and Make-ups:

DQs are accepted through their due dates up to 11:59 p.m. of the due date listed each week. As the DQs

are designed to stimulate class discussion, no points can be earned for any work submitted past the

given week’s due date.

Unless there is an emergency (documentation required), there will be a substantial penalty for failure to

take exams on their announced dates.

Extra Credit:

Extra Credit is not an available option in this course

01/08

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