After the Holocaust

After the Holocaust: Holocaust Memory in Post-1945 Central Europe History 490T, Spring Semester 2012 Mondays, Wednesdays, 1:00-2:15, Humanities 323

Information on contacting Dr. Granata: Office Hours: Mondays, 5:30-6:30, Wednesdays, 11:30-12:30 Office: Humanities 810K Office phone and voice mail: (657) 278-3568 Email: [email protected] Webpage: http://faculty.fullerton.edu/cgranata

Prerequisites: Must have completed History 300A and History 300B.

Course Description: This course is a senior capstone seminar required of all history majors. The course will offer directed research and class discussions on a topic of the professor’s choosing. Students will produce a 15-20 page research paper that will have an original thesis, evidence knowledge of the relevant historiography, be based mainly on primary sources, and follow the formatting conventions of the historical profession.

Course Topic: In the aftermath of the Third Reich's systematic genocide of 6 million European Jews, Europeans in the post-1945 period faced powerful moral, political, social, and cultural challenges. How would they go about identifying and bringing to justice the perpetrators of the Holocaust? How would these perpetrators justify their actions, and how would society reintegrate them? How would victims of the Holocaust, in particular those who stayed in Europe, attempt to pick up the pieces of their lives? What types of political systems would Europeans build after the Second World War, and what roles did Holocaust memory play in shaping these new systems? How would Europeans remember the Holocaust in the forms of memorials, literature, film, and art, and what were the debates that surrounded these memories? In sum, this course will examine how Europeans responded to and remembered the Holocaust in the post-1945 period. We will explore the impact of the genocide of 6 million European Jews on post 1945 European politics, society, and culture. We will contrast Eastern and Western European responses to the Holocaust and trace the evolution of the Holocaust memory from 1945 to 1989.

You must select your research topic from one of the following general themes and will develop a more specific geographical and chronological focus in consultation with the professor:

 Denazification: How did Europeans identify and bring to justice Nazi perpetrators? What post-war political, cultural, and/or social factors shaped the denazification process?  Jewish everyday life in post-1945 Europe: How did European Jews define their cultural identities in post World War II Europe? What was the nature of everyday life for European Jews after the Holocaust?  The Cold War and the Politics of Memory: In what was did Cold War political ideologies influence official representations of the Holocaust?  Museums and Memorials: How did Europeans publicly memorialize the Holocaust? What post-war political, social, and cultural factors shaped the construction of museums and memorials in Eastern and/or Western Europe?  Representations of the Holocaust in postwar European Literature and/or Film: How did representations of the Holocaust in post war fiction and/or film change over time? What cultural and/or political factors shaped images of the Holocaust in European literature and film?

1 Learning Goals:

Historical Knowledge When you complete this course, you will be able to demonstrate knowledge of the political, social, and cultural impacts of the Holocaust on Eastern and Western Europe from 1945-1989.

Historical Reasoning You will also demonstrate competency in analyzing, evaluating, and synthesizing historical evidence. Specifically, you will be able to:  identify a viable research topic  formulate a research topic and hypothesis  prepare a preliminary bibliography and research plan  design and justify a logical methodological approach  gather and critically analyze relevant primary and secondary sources employing that methodological approach  formulate a defensible thesis  prepare a full sentence analytical outline  supply logical arguments in support of the thesis  synthesize and systematically present evidence drawn from both primary and secondary sources to back up the argument’s analytical points  situate the work within a historiographical context  argue your own position against other points of view  prepare an annotated bibliography or bibliographic essay

Communication You will also be able to demonstrate competency in communicating historical knowledge and reasoning both orally and in writing. Specifically, you will be able to:

 formulate a thesis statement that is clearly articulated in the essay’s introduction  develop the thesis in the body of the essay through clear argumentation and systematic exposition of relevant evidence  include paragraphs organized around clear topic sentences, each of which makes an analytical point that furthers the overall argument  provide adequate primary source evidence to support each analytical point  provide adequate transitions to move the narrative from one point to the next  include a conclusion that restates the thesis, summarizes the main points of the argument, and reflects on the broader implications of the findings  employ a relatively mature vocabulary and narrative style that includes few errors in spelling, punctuation, grammar, and syntax  cite all sources following the Chicago Manual of Style system  avoid plagiarism of any kind

2 Book to Purchase: Mary Lynn Rampolla, A Pocket Guide to Writing in History, sixth edition (Bedford/St. Martin’s Press, 2009).

Other required readings are on Course Reserve at Pollak Library: Cora Granata, “Political Upheaval and Shifting Identities: Holocaust Survivors in the Soviet Occupied Zone of Germany.” [On e-reserve] Atina Grossmann, Jews, Germans, and Allies: Close Encounters in Occupied Germany (Princeton, 2007). [Selections on e-reserve] Jeffrey Herf, Divided Memory: The Nazi Past in the Two Germanys (Cambridge, 1997). [Selections on e-reserve] Jane Kramer, “The Politics of Memory,” The New Yorker (August 14, 1995). [On e-reserve] Henry Rousso, Vichy Syndrome: History and Memory in France since 1944 (Cambridge, 1991). [Selections on e-reserve] Michael Steinlauf, Bondage to the Dead: Poland and the Memory of the Holocaust (Syracuse, 1997). [Selections on e-reserve] Kate Turabian, A Manual for Writers of Term Papers, Theses and Dissertations (Chicago, 1996). [Book on hard-copy reserve] James Young, The Texture of Memory: Holocaust Memorials and Meaning (New Haven, 1993). [Selections on e-reserve]

Course Requirements and Grades: 5-6 page Research Plan (5 %) 3-5 page Primary Source Analysis Essay (4 %) Annotated Bibliography (5 %) Full Sentence Argumentative Outline (4 %) Completed First Draft (10 %) Peer Commentary on First Draft (4 %) Conference Presentation (10 %) Final Research Paper (35 %) Reading Responses (8%) Class Participation (attendance, reading, discussions, miscellaneous assignments) (15%)

Grades will be based on the plus/minus grading system as follows: 100% A+ 93-99% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 67-69% D+ 63-66% D 60-62% D- 59% and below F 3 If you do not understand the basis of the grade you received or if you disagree with the assessment, please speak with the professor. Wait at least 24 hours after receiving the grade to re-read professor comments and reflect on the evaluation. Please act within a couple weeks of the return of the assignment. This class does not have extra credit options.

Course Policies: Late Policy: Because of the intense research focus of this course, prompt completion of the assignments is crucial. Assignments will not be accepted from students who fail to come to class on the due date. I also cannot accept assignments by e-mail or in my campus mailbox unless otherwise indicated on the syllabus or you have made prior arrangements with me. If you do not turn in the assignment when and where it is due, you will receive a failing grade on the assignment with no opportunity to make it up. If you require extra time to complete an assignment, you must submit a written request for an extension (either in person or via email). You must make this request at least 48 hours before the due date of the assignment. The request must include an explanation of why you cannot meet the deadline and the date when you agree to submit the assignment. I will handle such requests for extensions on a case-by-case basis and will only approve them in exceptional cases.

Attendance Policy: Attendance is mandatory, with exceptions only being made for severe, unavoidable, and documented emergencies. I will take attendance at every class meeting. If you have more than 2 unexcused absences, this will have a negative impact on your class participation grade.

Class Participation: Because this class is designed as a collaborative writing workshop, your active participation in class is crucial. You are expected to come to class having done the readings and prepared to discuss them. You are also expected to give constructive feedback to your peers on their ideas, research, and writing. Turning in the written assignments is not enough to pass this class. You must be actively engaged with the topic, readings, your own research and writing, and the work of your peers.

Keeping up with the readings is a key aspect of your class participation. Many reading assignments are located on course reserve in Pollak Library in electronic format—noted as [e-reserve] in the syllabus. Students should access and print electronic reserve readings well in advance of the reading due dates so that they are sure to get the materials in time and can make necessary arrangements if their internet access is down. Students must bring a print out or hard copy of the course reserve reading to class on the day a reading assignment is to be discussed. If you have difficulty accessing the electronic reserve materials, inform the professor as soon as possible for help in making alternate arrangements. Last-minute problems accessing the readings on course reserve will not be considered a legitimate excuse for not doing the reading on the date it is due. I have also put a copy of Kate Turabian’s manual on following Chicago Style on hard-copy reserve at the library. All writing submitted for this class must follow proper Chicago Style format.

Academic Honesty: Plagiarism is using the words or ideas of others without giving credit to the source. Academic dishonesty includes inventing false information or citations, cheating, or helping others commit academic dishonesty. These are the most serious offenses against the community of scholars. Academic dishonesty and plagiarism will result in a failing grade for the course. All cases are also reported to the Dean of Judicial Affairs for further university procedures that can result in expulsion. If you have questions about what constitutes plagiarism, please see me.

4 Classroom Courtesy: Please turn off (or put on vibrate) any wireless device that may make noise during class. All wireless devices need to be put away during class. Use of any wireless device during class is prohibited. Use of laptops during class is also prohibited. Please do not film or record class sessions. If you have a documented need, please see me.

Students with Disabilities: During the first week of classes, inform me of any special needs or disabilities that you have that may require special arrangements related to attending class sessions or carrying out assignments. Students with disabilities need to document the disability at the Disabled Students Services office in UH 101.

Emergency Preparedness: The safety of all students attending California State University Fullerton is of paramount importance. During an emergency it is necessary for students to have a basic understanding of their personal responsibilities and the University’s emergency response procedures. Please review this information at http://www.fullerton.edu/emergencypreparedness/ep_students.html

Modifications to the Syllabus: I reserve the right to modify this syllabus as needed throughout the semester. If there are significant changes, I will issue a new syllabus.

Schedule:

Week 1: Course Introduction Monday, 1/23: Getting to know one another

Wednesday, 1/25: Overview of the Holocaust and its aftermath. How to identify a research topic on historical memory? Readings: Rampolla Ch. 1.

Week 2: From Nazi Germany to Allied Occupation Monday, 1/30: Readings: Atina Grossmann, Jews, Germans, and Allies, Chapter 1, “Poor Germany”: Berlin and the Occupation, p. 15-46. [e-reserve]

Wednesday, 2/1: Readings: Atina Grossmann, Jews, Germans, and Allies, Chapter 1, “Poor Germany”: Berlin and the Occupation, p. 32-46. [e-reserve] Reading Response 1 on Grossmann due 2/1 in class

Week 3: Jewish everyday life in postwar Europe Monday, 2/6: Readings: Cora Granata, “Political Upheaval and Shifting Identities: Holocaust Survivors in the Soviet Occupied Zone of Germany.” [e-reserve] Reading Response 2 on Granata due 2/6 in class

Wednesday, 2/8: Readings: Rampolla Ch. 2, 3, and Appendix A. Also be prepared to share your ideas on possible research topics today in class.

Week 4: Developing a Research Question and Locating Sources Monday, 2/13: Readings: Rampolla, Ch. 5 and Appendix b. Carefully worded, open-ended research question due 2/13 in class (misc.)

Wednesday, 2/15: Library Workshop, Location and Time TBA.

5 Week 5: The Cold War and Holocaust Memory Monday, 2/20: President’s Day. No Class.

Wednesday, 2/22: Readings: Selections from Jeffrey Herf, Divided Memory. [e-reserve] Reading Response 3 on Herf due 2/22 in class

Week 6: Memories of the Holocaust and World War II in France and Poland Monday, 2/27: Readings: Selections from Henry Rousso, The Vichy Syndrome. [e-reserve]

Wednesday, 2/29: Readings: Selections from Michael Steinlauf, Bondage to the Dead. [e-reserve] Reading Response 4 on Rousso and Steinlauf due 2/29 in class Research Plan due 2/29 in class

Week 7: Analyzing Primary Sources Monday, 3/5: Readings: Rampolla, Ch. 7

Wednesday, 3/7: Primary Source Analysis Essays due 3/7 in class. Students will present their findings and critique their peers.

Week 8: Images of the Holocaust in Postwar Film Monday, 3/12: View film selections in class and discuss using film as primary sources

Wednesday, 3/14: View film selections in class and discuss using film as primary sources

Week 9: Writing/Research Workshop Monday, 3/19: Readings: Rampolla, Ch. 4 and Ch. 6

Wednesday, 3/21: Writing Workshop, continued. Bring to class a primary source. It must be different from the one you submitted during Week 7. Make 4 copies of the source. If it’s a long source, make copies of the first two pages. (misc.) Annotated Bibliography due 3/21 in class

Spring Break, March 26-April 1. No class.

Week 10: Museums and Memorials Monday, 4/2: Readings: Jane Kramer, “The Politics of Memory,” The New Yorker (August 14, 1995). [e-reserve] Full Sentence-Argumentative Outline due 4/2 in class

Wednesday, 4/4: Readings: Selections from James Young, Texture of Memory. [e-reserve] Reading Response 5 on Kramer and Young due 4/4 in class

6 Week 11: Independent Research/Writing Monday, 4/9: Mandatory individual consultations in professor’s office.

Wednesday, 4/11: Mandatory individual consultations in professor’s office. First Draft Due 4/11 by 4:00pm in professor’s mailbox. Submit one copy to professor and another copy to your peer commenter by the same date and time.

Week 12: Peer Commentary on First Drafts Monday, 4/16: Formal Peer Commentary on First Drafts.

Wednesday, 4/18: Formal Peer Commentary on First Drafts, continued.

Week 13: Conference Presentations Monday, 4/23: Formal Conference Presentations.

Wednesday, 4/25: Formal Conference Presentations.

Week 16: Conference Presentations (if needed) Monday, 5/14: Conference Presentations during scheduled final exam period, 2:30-4:20.

Wednesday, 5/16: Final Paper due 5/16 by 4:00pm in professor’s mailbox.