RELG/HIST 246 The Holocaust



RELG/HIST 246E

THE HOLOCAUST

Monday Evenings 5:45-8:45pm

Dr. Paul R. Hinlicky, Jordan – Trexler Professor of Religion and Philosophy

Office hours: Tuesday and Thursday, 8am to 11am and other times by appointment.

Office: 303 West Hall, ex. 2454

Description:

This is a cross listed course in History and Religious Studies because the particular nature of the subject matter calls for the perspectives and methods of both disciplines. The Holocaust was an historical catastrophe of unimaginable proportions, which destroyed not only the lives of 6 million or more Jews (the primary target of the Nazi genocide) but the previous self-understanding of European humanity as a Christian people progressing toward human brother/sisterhood. What is to be made of this event requires of us not only detailed and careful historical study but philosophical reflection on the sources of the event and religious interpretation of its significance for the human future.

Objectives:

1. To acquire basic historical knowledge of the Nazis’ “war against the Jews” and others; 2.To learn the debates among interpreters about the origins and motivations of the killers, the experience, suffering and resistance of the victims, and the responsibity of bystanders and possible rescuers; 3. To understand philosophical and religious sources of the Holocaust; 4. To study the philosophical and religious reflections on the future of civilization and faith in God after the Holocaust; 5. To practice research and formal writing skills; 6. To acquire the skill of reasoned debate on difficult and sensitive questions.

Requirements:

Attendance, Preparation and Participation

Regular attendance and informed participation based upon the assigned readings constitute the minimal core requirement. As this course meets only once a week, if you miss more than one class period without advance notice and the permission of the instructor you can expect a letter of warning. You may expect to be dropped from the course upon a second unexcused absence.

Participation is measured by your classroom performance and attitude. If you are unprepared when called upon, make no contributions to discussion, display an attitude which negatively affects classroom dynamics etc., you can expect to receive a failing grade in this category. You will be assigned to a discussion group of approximately five students and will meet regularly through the semester to process reading and lecture materials.

Preparation is measured chiefly by regular short quizzes on the assigned readings.

Writing Assignments

Research and short essay homework assignments form an important part of your grade. These papers must be typed in 12-point standard font (e.g. Times New Roman) and double-spaced. They may be submitted electronically, but it is your responsibility to ascertain that I have received them on time. The short essay homework assignments are explained in the course calendar. In the research assignments you are to research the assigned topic and write a two-part paper about two pages long. The first part is to be factual. Answer the standard questions of who, what, where, when and how in regard to the assigned topic. Factual comparisons with other topics studied which clarify the topic in question are welcome. The second part is analytical and evaluative. Argue how the topic influences or should influence our understanding of the Holocaust. You may use any reliable source in the Library or on the Internet for your research; generally encyclopedia articles suffice, though use of more sophisticated resources will be noted and rewarded.

Warning: cutting and pasting without attribution from the Internet is a violation of academic integrity. We have and use software to detect such abuses which will be punished. You use the Internet at your own risk. If you uncritically rely on unreliable sources that will be reflected in your grade -- no kidding, a student of mine once ignorantly took stuff off a neo-Nazi web page and cited it as authoritative! It is my preference that you use the Fintel Library, where the collection has passed at least minimal scholarly scrutiny. But nothing is to be used uncritically.

In any case, you should rephrase all material in your own words, making attribution both for general information and for specific quotations. Quotations should not form more than 25% of your paper. Each research paper and short essay is due as specified in the course calendar and cannot be made up later (since the purpose of the assignment is to prepare you for the classroom lecutre or discussion). Two or three students may be randomly chosen to read their papers to the class.

How I grade written work, whether essays, report or test questions:

F: Writing which shows no evidence of having researched or understood the assigned topic, with spelling and grammatical errors. Example: “Aristotle was a aristocrat who thohgt he was better than other’s cause he got character.”

D: Writing which does not explain the evaluate or analyze the topic but simply agrees or disagrees with some one else’s description posing no deeper questions. Example: “I agree with Aristile that character counts, because in a democracy everones equal.”

C: Writing which presents a plausible interpretation of the sense of the topic by correctly citing passages and relating it a coherent way. No spelling or grammatical errors. Example: “Aristotle is called the father of character ethics. He observed that human beings are not born morally good, but only potentially good. Thus moral education which forms character is essential to the good life and the good society.”

B: Writing which in addition to providing a plausible interpretation also delves into the complexities of the topic and the issues it raises (or fails to raise). The “B” paper is critically engaged with the assignment, putting questions back to the sources and wondering how the topic or argument works in present circumstances. No spelling or grammatical errors and stylistically clear and pleasant to read. Example: “Aristotle’s character ethic has much to commend it, since he clearly sees the necessity of the moral education of the young. But his rationalistic notion of human nature is a problem for us today, because it excluded slaves and women from the purview of the moral life.”

A: Writing which in addition to plausible interpretation, critical engagement and good style evinces the student’s own creative engagement with the issue raised by the topic. An “A” paper goes one step beyond (but does not skip over!) how the subject matter is to be understood, and speaks to the issues raised by it. Example: “Aristotle’s view of character formation, if it can be decoupled from his rationalistic notion of human nature, can be integrated with a more historical and holistic view of human nature. We would then understand that the formation of human character always reflects some social narrative which tells us how the world is and so guides us into the unknown future. The primary question in ethics is: What narrative do I belong to? How does it inform my life and form my character?”

Tests

In general: Students who do not keep current with the assigned reading will not do well on exams. It is impossible to cram for them, because what is tested in not merely your mastery of data, but your ability to think historically, philosophically and religiously with the data you have mastered. Acquiring this skill requires a constant process of engagement and reflection all semester long. In other words, you have all semester and you need all semester to prepare for these exams.

The Mid-Term Examination is a 90-minute test of the readings, lectures, class discussions from the beginning of the semester through the assignments for Feb 12. A study guide will be distributed on that day to help you focus your preparation.

The Final Examination is a comprehensive, three-hour exam covering the readings, lectures and discussions of the entire semester. Two hours of the exam focus on the readings, lectures and class discussions from Feb 19 to the end of the semester, and one hour reviews the course as a whole. A study guide will be distributed on the final day of classes to help you focus your preparation.

Calculating the grade

In calculating your grade, I employ the following grading scale: A: 100-94; A- 93-90; B+ 89-87; B 86-83; B- 82-80; C+ 79-77’ C 76-73; C- 72-70; D 69-65; F less than 65. The proportions are as follows: 7 Quizzes (3% each = 21% of total grade); 6 Homework or Research Writing Assignments (4% each = 24% of total grade); Exams: Midterm (20%), Comprehensive Final (30%); Class participation, 5%.

Extra Credit

There are 3 Extra Credit assignments indicated in the course calendar, which must be submitted at the time indicated. They are always maximum three page reports and analysis of an assigned text/movie. They are graded like any other paper and replace the lowest grade received on essay or research assignments and quizzes. Extra credit can only help you.

Required Texts:

Lucy S. Dawidowicz: The War against the Jews, 1933-1945

Donald L. Niewyk, ed. The Holocaust, Third Edition, Problems in European Civilization series

Various handouts.

Learning Disabilities:

If you are on record with the College’s Special Services as having special academic or physical needs requiring accomondations, please meet with me during my regular office hours as soon as possible. We need to discuss your accomodations before they can be implemented. Also, please note that arrangements for extended time one xams and testing in a semi-private setting must be made at least one week before the exams. If you believe that you are eligible for accomodations but have not het formally contacted Special Services, please call 375-2248 or drop by the Office of Academic Services in the Resource Development Building (across Clay Street from Crawford Hall).

Introduction to the Course

Jan 12

Review the Syllabus

Watch the Video: “A Different World: Poland’s Jews, 1919-43”

Small Group Discussion of the text attached, “Nature’s Stern Laws.”

Homework assignment: Write a two page essay on “Nature’s Stern Laws.” Explain its content and analyze how this line of thinking would or could have influenced the Holocaust. Due on or before the session on Jan 19.

Reading Assignment for next week: Dawidowicz, chps 1-2; Niewyk, I, 9-56 and Robert N. Proctor, “Nazi Medicine and Public Health Policy” online at

Part One: What Happened

Jan 19

Essay due.

Quiz on the reading assignment

Lecture: The Holocaust: Why Did It Happen?

Video: “Ultimate Power: Evil Rising”

Small Group discussion of lecture and video

Reading assignment for next week: Dawidowicz, chps 3-5 and Niewyk, II, 57-104

Jan 26

Quiz on the reading assignment

Lecture: The Holocaust: The Motives of the Killers

Reading Assignment for next week: Niewyk, III “The Holocaust Experience,” 105-139and “Chronology of Events,” “Glossary” and Tables, xix-xxv, and Dawidowicz, Chps 6-8 and Appendices A, B, pp. 427-480.

Feb 2

Quiz on the reading assignment

Lecture: Evolving the Machinery of Death

Small Group Discussion: Did the Final Solution Undermine Hitler’s War Effort?

Reading Assignment for next week: Dawidowicz, chps 9-13, 215-339;

Niewyk, IV, 139-178

Extra Credit: Watch Schlindler’s List and write a two page essay on the possibiity of moral goodness in the face of overwhelming evil.

Feb 9

Quiz on the Reading Assignment

Lecture: Experiencing Auschwitz

Small Group Discussion: Was Resistance Possible?

Reading Assignment for next week: Dawidowicz, chps 14-16, 339-426; Niewyk, Bystanders and Rescuers, pp 179-274 (n.b. this material will not be discussed in class but will be tested on the Midterm Exam)

Study Guide distributed to aid in preparation for the Midterm Exam

Feb 16

Midterm Examination

Reading Assignment for next week: From the Bible: Amos 5:1-6:8; Matthew 23: 1-39; John 8:39-59; Romans 9:1-11:36 and Leon Klenicki, “Ambiguity and Hope for a Meaningful Jewish-Christian Encounter” (to be distributed).

Homework assignment: Review your first essay on “Nature’s Stern Laws.” Write a new two-page paper, utilizing information from this week’s reading assignment (immediately above) to it explaining whether and how your views have changed from what you have learned thus far.

Extra-Credit: Read and write a two-page report on Hinlicky, “A Lutheran Contribution to the Theology of Judaism," Journal of Ecumenical Studies (Winter-Spring 1994: 31/1-2) 123-152, on reserve in Fintel. Due on or before Feb. 26.

Part Two: Analysis

Feb. 23

Essay due.

Quiz on reading assignment

Bring a Bible to class with you!

Lecture: The Legacy of Christian Anti-Judaism

Small Group Discussion: Is Christianity Inherently Anti-Jewish?

Homework over Spring Break: Read the article I distributed by Leon Klenicki and write a two page paper responding to it. Due on March 8.

Investigate an article of your choice about the Holocaust from Dimensions: A Journal of Holocaust Studies published by the Anti-Defamation League's Braun Holocaust Institute on the website at and write a two page report on it due 3/15.

Extra Credit: Visit the Holocaust Museum in Washington DC and write a narrative of your experience.

SPRING BREAK

March 8

Klenicki paper due.

Lecture: Philosophical Sources of the Nazi Worldview: The Nietzsche Legacy

Lecture: Arendt’s Analysis of Eichmann

Small Group Discussion: “Duty” gone mad? Or, “The Logical Consequences of the Will to Power”

March 15

Dimension Journal article report due.

Lecture: Philosophical Sources of the Nazi Worldview: Heidegger’s Rektoratsrede,

Video: 1933: Master Race

Small Group Discussion: Is Nazism a Distinctly Modern Possibility?

Reading and Research assignment for the class on March 29: Read Rutger’s University Journal of Law and Religion edition of the Nuremberg prosecutor’s report, “The Persecution of Christian Churches,” at camlaw.rutgers.edu/publications/law-religion Look under “The Nuremberg Project.” Write a synopsis and critical evaluation of it. (See the copy of the NY Times article attached to the Syllabus).

March 22

Lecture: Theologians for Hitler: Gogarten, Althaus, Hirsch

Small Group Discussion

March 29

Nuremberg Report paper is due.

Lecture: Theologians against Hitler: Barth, Bonhoeffer, Tillich

Video: Bonhoeffer

Research Assignment: Research and write a two-page report on one of the two following prominent Christian church’s re-evaluations of its relation to Judaism: Pope John Paul II on behalf of the Catholic Church at or “Towards a New Day in Jewish-Lutheran Relations: A Dialogue by Rabbi Leon Klenicki and Dr. Franklin Sherman” (3 paper copies on Overnight Reserve in Fintel Library). Note: if you can discovver similar documents from another major religious tradition, you are welcome to use that material, if pre-approved by the instructor.

April 5

Report on Jewish-Christian rapproachment due.

Lecture: Christian-Jewish Rapproachment

Small Group Discussion

Homework: Read Exodus 1-20 in the Bible, Meir Y. Soloveichik, The Viture of Hate online at . and the statement of Elie Wiesal attached to the Syllabus.

April 12

Quiz on reading assignment

Lecture: Jewish Theological Reflection on the Shoah

Small Group Discussion: Can a Post-Holocaust Christians and Jews Believe in the God of the Biblical Tradition?

Homework Assignment: Read Niewyk, VI, 233-274. Write a final essay for the course summarizing what you have learned and implications it has for further study and the conduct of life.

Extra Credit: Read and right a two page report on Paul Hinlicky, "What Hope after Holocaust?" (Winter, 1999: VIII/1) 12-22, posted on Blackboard, due before Final Exam.

April 19

Essay due.

Quiz on reading assignment.

Lecture: Christian Theological Reflection on the Holocaust

Video: Weapons of the Spirit

Small Group Discussion: Moral Purpose after the Holocaust

Class summation and study guide for the Final Exam

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