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The Holocaust - Ghetto Life in Its Historical Context

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Department of History/Jewish Studies Hist. 202.401/JWST 202.401: The Holocaust - Ghetto Life in its Historical Context Thomas Weber Fall 2005 Class hours: Th 1.30 pm – 4.30 pm e-mail: [email protected] Classroom location: College Hall 311F Instructor’s phone: 898-5838 Office hour: Th. Noon – 1 pm Instructor’s office location: Logan Hall 212 Course website available on Blackboard Course Description This course examines the almost complete destruction of the European Jewry by Nazi Germany and her allies. The first sessions deal with the Nazi policy towards the Jews, anti-Jewish ideology and the dynamics of annihilation in a condition of war. It asks why the citizens of arguably the most educated country in the world became the perpetrators of genocide. The second half of the course takes the case of the Lodz ghetto in occupied Poland to study death and survival in the Holocaust from the victim’s perspective. It uses newly available photographs (which were taken secretly by a Jewish photographer) and contrasts them with written testimonies. The course aims to discuss the dilemmas the inmates of the ghetto found themselves in: collaboration vs. resistance, the ‘guilt’ of survival. etc. Did morality cease to exist in the ghetto? What difference did the actions of victims make? The final session investigates the problems of comparing genocide. Course Requirements Students are responsible for completing assigned readings prior to class, for regular attendance, and for active participation in discussions. To help that along, there will be weekly 750 words maximum (word processed) writing assignments that address questions about the readings, creating an accumulating record of the course as it develops. They will be graded and can be handed in at class. These assignments should be done for the week they are assigned. You are expected to complete at least five weekly assignments. These assignments are not mini essays and need not be particularly polished and will be graded accordingly. Their function is to organize your thoughts for the classroom discussions, not to overload you with work. If you choose to address one of the questions suggested in the outline of the course, you should obviously focus on normally only on one question. Do not try to address all questions! You will also be expected to do one slightly more substantial assignment and to write one term paper. The assignment is due for session 3 and will be explained in the introductory session. The basic idea of the assignment is for students to make a case if British colonial violence is part of the history of colonial genocide that according to Hannah Arendt constitutes the precursor of the Holocaust. The suggested length of the assignment is 1,500 words. The term paper is due by December 5th at 11 am on a topic to be determined in consultation with the instructor (maximum length: 5,000 words). There will be no exam. Course grades will be based on class participation as well as on written work. Course grades will be an average of the term paper (35 %), the assignment for session 3 (15 %) the weekly assignments (25 %), and of class participation (25 %), adjusted if necessary for weekly assignment deficiencies. If you need to see me to discuss your work with me, you can either come to see me in my office during my office hour or, at other times, you can just take your chance and see if I am in my office anyway. Required Texts The core books for this course are Deborah Dwork and Robert Jan van Pelt’s Holocaust: A History and my own Lodz Ghetto Album. In addition, selected other books, chapters from books and articles will be assigned. In addition, to the core books, you might want to consider purchasing Yitzhak Arad’s Documents on the Holocaust, Omer Bartov’s excellent The Holocaust: Origins, Implementation, Aftermath and finally Dan Stone’s The Historiography of the Holocaust. Stone’s book is a bit on the expensive side and you have got to decide yourselves if you can justify the expense of its purchase. The following texts for the course are available on reserve at the van Pelt Library. They are also available for purchase at the University Bookstore: ♣ Dwork, Déborah; van Pelt, Robert Jan, Holocaust: A History (London, 2002) ♣ Weber, Thomas, Lodz Ghetto Album: Photographs by Henryk Ross (photographs selected by Martin Parr & Timothy Prus) (London, 2004) Arad, Yitzhak et al., Documents on the Holocaust (Lincoln, Neb., 1999) Bartov, Omer (ed.), The Holocaust: Origins, Implementation, Aftermath (London, 2000) Stone, Dan, The Historiography of the Holocaust (Basingstoke, 2004) 2 Outline and Readings !!! Cf. the course website for updates on the weekly reading assignments !!! Session 1 (8 September 2005): Introduction Session 2 (15 September 2005): The Holocaust in History & anti- Semitism Required Reading (c. 170-5 pp): Stargardt, Nicholas, ‘The Holocaust’, in Fulbrook, (ed.), German History since 1800, pp. 339-360; Moses, Dirk A., ‘The Holocaust and Genocide’, in Stone, Historiography, pp. 533-555; Dwork/vanPelt, ‘Introduction: Death’s Great Carnival’; Chapters 1 – 2; Weber, Thomas, ‘Anti- Semitism and Philo-Semitism among the British and German Élites: Oxford and Heidelberg before the First World War’, English Historical Review, No. 475 (February 2003), 86-119 Optional Reading: Leo Kuper, Genocide: Its Political Use in the Twentieth Century (New Haven, 1981), pp. 9-160; Marrus, The Holocaust in History Questions to Consider: What is genocide? Does genocide require intent? What are ‘war crimes’? Did Raphael Lemkin conflate the fate of Jews with that of other groups or nationalities? What fuelled ethnic tensions in Central and Eastern Europe between the French revolution and 1945? How sufficient an explanation for the Holocaust is anti-Semitism? Session 3 (19 September 2005, 7 pm – 9 pm; location tba): Colonial Violence Required Reading (17 pp): Zimmerer, Jürgen, ‘Colonial Genocide and the Holocaust: Towards an Archeology of Genocide’, in Moses, Dirk A. (ed.), Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History (New York, 2004), pp. 49-76 Optional Reading: Frederickson, George M., Racism: A Short History (Princeton, 2002). Questions to Consider: Are Hannhah Arendt and Juergen Zimmerer right in seeing in colonial violence the origin of the Holocaust? Britain What is the link between the evolution of racism in European history and the Holocaust?] Session 4 (29 September 2005): Nazi Ideology and the Jews Incl short Session on Source Criticism and on essay writing techniques. Required Reading (c. 95-100 pp.): Dwork/van Pelt, Chapter 3; Noakes, Jeremy, ‘Hitler and the Third Reich’, in Stone, Historiography, pp. 24-51; Geyer, Michael, ‘War, Genocide, Extermination: The War against the Jews in an Era of World Wars’, in Geyer/Jarausch, Shattered Past, pp. 111-148 Optional Reading: Arad, Yitzhak et al., Documents on the Holocaust (Lincoln, Neb., 1999), pp. 7-88; Jean-Paul Sartre, Anti-Semite and Jew (New York: Schocken, 1995) Questions to Consider: What, if any causal relationship exists between the First World War and the the Holocaust? Was Mein Kampf a blueprint for genocide? How do ‘intentionalist’ and ‘structuralist’ approaches to Nazi history differ? Was Hitler voted to power because or inspite of his anti- Semitism? How did Germans come to support Hitler? Was Nazism primarily a social or an ideological movement? How did Nazi Germany function? How do you account for the growing support of Hitler in Germany between 1933 and 1939? What is the relationship between traditional anti-Semitism in Germany and Europe and the Holocaust? Does the ‘Working Towards the Fuehrer’ principle successfully account for the dynamics of the Third Reich? Was Nazism anti-Communism? What does Michael Geyer mean with ‘catastrophic nationalism’? 3 Session 5 (6 October 2005): Anti-Jewish Legislation and Practice from 1933 to the Wannsee Conference Screening of Leni Riefenstahl’s Olympia or Triumph of the Will Required Reading (c. 130 pp): Dwork/van Pelt, Ch. 4; Kershaw, Ian, ‘Hitler and the Holocaust’, in idem, The Nazi Dictatorship, pp. 93-133; Klemperer, Diaries, 1933-1941, entries for 10 March – 17 June 1933, 23 Oct. – 14 Nov. 1933, 13 June – 21 Aug. 1934, 2 May – 17 Sept. 1935, 13 Aug. – 24 Nov. 1936, 23 May – 15 Dec. 1938, 3 Sept. – 9 Dec. 1939; also please read contributions on the debate on Götz Aly’s recent Hitler’s Volksstaat: Raub, Rassenkrieg und nationaler Sozialismus (Frankfurt, 2005) on H-German Questions to consider: Was ‘Reichskristallnacht’ a turning point in the anti-Semitic policies of the Third Reich? What does the reaction of the German public indicate about popular attitudes towards the Jews? Did Nazi leaders ever serious deliberate to settle Jews in Madagascar? Why did the German leadership permit emigration until 1941? Session 6 (13 October 2005: Yom Kippur – to be rescheduled): The Final Solution Required Reading (151 pp): Dwork/van Pelt, Chs. 7, 10; Gerlach, Christian, ‘The Wannsee Conference …’ in Bartov, The Holocaust: Origins, Interpretation, Aftermath, pp. 106-61; Browning, Christopher R., ‘The Decision-Making Process’, in Stone, Historiography of the Holocaust, pp. 173-196; Aly, Götz, ‘The Planning Intelligentsia and the ‘Final Solution’, in Bartov, The Holocaust: Origins, Implementation, Aftermath, pp. 92-105 Optional Reading: Wistrich, Robert S., ‘The “Final Solution”’, in idem, Hitler and the Holocaust, pp. 95-125; Hilberg, Raul, The Destruction of the European Jews (STUDENT EDITION), (New York, 1985), pp. 99-153 [Einsatztruppen] Questions to Consider: When did the decision to systematically kill the Jews of Europe become the only and ‘final’ solution to the ‘Jewish Question’? How central were the Einsatztruppen to the implementation of the Final Solution? Was the Holocaust triggered more by a culmination of cool economic analysis than by virulent anti-Semitism? What role did the regular German Army play in the implementation of the ‘Final Solution’? What difference did the Wannsee Conference make? Session 7 (20 October 2005): Willing Executioners? The Grass-Root Perpetrators of the Holocaust Required Reading (137 pp): Browning, Christopher R., ‘Ordinary Men’, in idem, Ordinary Men, (=ch.
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