Resistance during the Holocaust and World War II
Course: AI254 / SNC 205
Fall Quarter 2016
Thursdays, 2:15 - 5:30 pm
Location: TBA
Professor Sara L. Kimble, PhD
School for New Learning, DePaul University
Email: [email protected] / Phone: 312-362-6724
Office: 1513, 14 E. Jackson
Office hours: before class and by appointment (see Bluestar)
“If I am not for myself, who will be for me? If I am for myself alone, what am I? If not now, when?”
-- Rabbi Hillel (active 30 BCE to 10 CE)
“The duty of Christians is to resist the violence that will be brought to bear on their consciences through
the weapons of the Spirit... We will resist whenever our adversaries will demand of us obedience contrary
to the orders of the Gospel. We will do so without fear, but also without pride and without hate.
-- French Protestant pastor André Trocmé, June 23, 1940
COURSE DESCRIPTION
This course explores the history of the Holocaust in the context of the Second World War (1939-1945)
and stories of those who opposed fascism. We will explore varied forms of opposition including armed
resistance, spiritual resistance, resistance through writing and identity preservation. We will read
autobiographies, view documentary and dramatic films, and use museum resources to explore
resistance to discrimination, Nazism, and fascism. We will also consider the implications of this history
for making ethical choices in our world today.
REQUIRED BOOKS
1. Doris Bergen, War and Genocide: A Concise History of the Holocaust (2009) [0742557154]
2. Primo Levi, Survival in Auschwitz [ISBN: 0684826801]
3. Additional scanned readings on D2L
Recommended: Elie Wiesel’s Night & The Diary of Anne Frank, Lucy Aubrac, Outwitting the Gestapo
FILMS SELECTIONS (SCREENED IN CLASSES & ON RESERVE AT THE LOOP LIBRARY)
1. America and the Holocaust: deceit and indifference. Dir. Martin Ostrow. 1994
2. Defiance. Director Edward Zwick. 2008.
3. Night and Fog. Director Alain Resnais. 1955.
4. Partisans of Vilna. Director Joshua Waletzky. 1986.
5. Sisters in Resistance. Director Maia Wechsler. 2000.
6. Weapons of the Spirit. Director Pierre Sauvage. 1987.
Recommended: Shoah. Dir. Claude Lanzmann. 1985. (Selections may be shown in class)
Sophie Scholl: The Final Days. Director Marc Rothemund. 2005.
LIBERAL STUDIES OUTCOMES / UNDERSTANDING THE PAST DOMAIN
& SCHOOL FOR NEW LEARNING COMPETENCES
1. Students will describe and explain knowledge of prehistoric or historical events, themes, and
ideas. (Also H5)
In this course, students will describe and explain knowledge about the historical context of the
Holocaust including important people, places, events, and ideas. The learning will emphasize
historical context in Europe from 1933-1945 and also include discussions about the Weimar
Republic and the immediate post-war period. By the end of the course, the students will be
able to describe historical context and timeline of relevant events as a result of listening to
lectures, reading history textbooks, participating in a guided tour of the Illinois Holocaust
Museum & Education Center. Written assignments will ask students to demonstrate and apply
their historical knowledge.
2. Students will examine and assess historical evidence and interpretations through analysis,
evaluation, and/or synthesis of a range of primary and secondary source evidence. (also A1X)
Students will examine historical evidence provided in class, assess the online materials at the
U.S. Holocaust Memorial Museum, and during our visit to the Illinois Holocaust Museum. Our
analysis, evaluation, and synthesis of primary and secondary source materials will focus on
questions on the nature of resistance and rescue by those who opposed the war, genocide, and
persecution. Students will be able to discuss various forms of resistance that occurred during
the Holocaust. Advanced students will be able to discuss the historical research related to
rescue and resistance as it relates to the Holocaust.
3. Students will recognize that there are different perspectives on the past, whether those be
historical or methodological in nature.
Different perspectives on the past will be provided to the students through a multi-dimensional
presentation of historical materials (e.g., lectures, scholarly readings, films) and critical analysis
of primary sources that provide first hand testimony on past events.
4. Students will compose written work that expresses knowledge and an ability to reason effectively
in writing.
Students will write carefully crafted and thoughtful academic papers engaging and interpreting
the historical materials. Written assignments will guide student engagement with the materials.
Assignments may be revised with the assistance of the instructor and/or the University Center
for Writing-based Learning. All assignments require engagement with course materials including
primary and secondary sources, films, and artifacts.
ETHICS & PUBLIC HISTORY COMPETENCE OBJECTIVES
5. Students will explore the legacy of the Holocaust related to current events (also A3X).
Students will be able to apply knowledge of the Holocaust and post-war justice to news about
other genocides and discuss implications of ethical actions in our contemporary world.
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6. Students will use museum resources to explore the history of the Holocaust and resistance during
the Second War (also H2X).
Students will become familiar with museum resources for studying this history with an emphasis
on resources from the US Holocaust Memorial Museum, Illinois Holocaust and Education Center,
and the Jewish Partisan Education Foundation.
COURSE OBJECTIVES & COMPETENCES
Can analyze issues and problems
from a global perspective. (H5)
PRIMARY DELIVERABLE / DEMONSTRATION OF KNOWLEDGE
Complete assigned readings & write reflective essays on the
problem of discrimination and persecution during the
Holocaust, the threat posed by fascism to human freedoms, and
value of this legacy for contemporary issues.
Can interpret the work of writers
within a historical context. (A1X)
Complete assigned readings & write reflective essays about
readings that analyzes the theme resistance within larger
historical context.
Can examine persecution during
World War II from an ethical
perspective. (H2X)
Complete assigned readings, discuss and write on ethical
choices from different positions (e.g., perpetrator, bystander,
witness, resister, and persecuted).
Can use public or private
institutions as resources for
understanding a historical issue.
(H2X)
Complete assigned readings & conduct a research project on
resistance using US Holocaust Memorial Museum and/or Illinois
Holocaust Museum & Education Center.
GRADING, ASSESSMENT AND ATTENDANCE
 All assignments must be satisfactorily completed for a passing grade in this course.
 All written assignments submitted via the D2L Dropbox (typed, doubled-spaced, 12-pt font).
The following University grading standards will be used in assessment:
A
Accomplished the stated objectives of the course in an EXCELLENT manner
B
Accomplished the stated objectives of the course in a VERY GOOD manner
C
Accomplished the stated objectives of the course in a SATISFACTORY manner
D
Accomplished the stated objectives of the course in a POOR manner
F
Did NOT accomplish the stated objectives of the course
PA
Passing achievement in a pass/fail course. (Grades A through C-.) Students who take this course
pass/fail must request this option from the instructor by the end of the second week of the
term. Students who request pass/fail grading cannot revert to A-F grading.
W
Automatically recorded when the student’s withdrawal is processed after the deadline to
withdraw without penalty, but within the stipulated period.
To assign grades, the following grading scale and University grading standards will be used. (Any partial
points will be rounded up to the nearest whole point.)
A+
n/a
B+ 870-899
C+
770-789
D+
670-699
F 0-649
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A
A-
930-1000
900-929
B
B-
830-869
790-829
C
C-
730-769
700-729
D
D-
650-669
n/a
Assessment: Each assignment will be assessed based on its completeness and thoroughness. Submission
of drafts for the research project is expected during the quarter. You will receive feedback on these
drafts to help you better develop the assignments. Incomplete work or work that does not demonstrate
depth of thinking will not be considered passable. All written final work will be assessed using the
criteria listed here demarcating the differences between different levels of writing:
https://snlapps.depaul.edu/writing/Rubric.html
Policy on Attendance: DePaul University anticipates that all students will attend all class meetings of this
course. Attendance is essential to success in this class. If an emergency or extenuating circumstances
necessitate an absence, students must inform the instructor as soon as possible. No credit can be
awarded for assignments missed due to an unexcused absence. Students missing more than
two classes of our ten-week course may not have met the requirements for a passing grade.
WORKLOAD EXPECTATIONS: For satisfactory completion of this course, students in this class are expected
to spend at least 2 hours involved in outside class preparation for every hour spent in class.
ACADEMIC INTEGRITY POLICY: DePaul University is a learning community that fosters the pursuit of
knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for
oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are,
therefore, detrimental to the values of DePaul, to the students’ own development as responsible
members of society, and to the pursuit of knowledge and the transmission of ideas. Violations include
but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage
of research data; destruction or misuse of the university’s academic resources; alteration or falsification
of academic records; and academic misconduct. Conduct that is punishable under the Academic
Integrity Policy could result in additional disciplinary actions by other university officials and possible
civil or criminal prosecution. Please refer to your Student Handbook or visit
http://studentaffairs.depaul.edu/homehandbook.html for further details.
FOR STUDENTS WHO NEED ACCOMMODATIONS BASED ON THE IMPACT OF A DISABILITY: Students who feel they
may need an accommodation based on the impact of a disability should contact the instructor privately
to discuss their specific needs. All discussions will remain confidential. To ensure that you receive the
most appropriate accommodation based on your needs, contact the instructor as early as possible in the
quarter, preferably within the first week of class, and make sure you have contacted: PLuS Program (for
LD, AD/HD) at 773-325-4239 in the Schmidt Academic Center, room 220 or; The Office for Students with
Disabilities (for all other disabilities) at 773-325-7290, DePaul University Student Center, room 307.
DEPAUL UNIVERSITY INCOMPLETE POLICY: Undergraduate and graduate students have two quarters to
complete an incomplete. At the end of the second quarter (excluding summer) following the term in
which the incomplete grade was assigned, remaining incompletes will automatically convert to "F"
grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors
may not change incomplete grades after the end of the grace period without the permission of a
college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional
programs. NOTE: In the case of a student who has applied for graduation and who has been approved
for an Incomplete in his or her final term, the incomplete must be resolved within the four week grace
period before final degree certification. The SNL student who wishes to receive the grade of incomplete
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(IN) must formally request in writing that the instructor issue this grade. This request must be made
before the end of the quarter in which the student is enrolled in a course. If you cannot complete the
course in the 10 week time frame, you may request an incomplete and submit a contract stating when
you will complete the coursework. I cannot submit an Incomplete unless I have this signed contract. If
you disappear from class or do not complete all required assignments you will receive an F unless an
Incomplete has been arranged.
Writing Help and Plagiarism: Consider visiting the Writing Center to discuss your assignments for this
course or any others. You may schedule appointments (30 or 50 minutes) on an as-needed or weekly
basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback-byEmail and IM conferencing (with or without a webcam). All writing center services are free. More info:
http://condor.depaul.edu/writing/
For help with organizing your ideas, grammar, citing sources, avoiding plagiarism, sample SNL
assignments and much more, see the SNL Guide: https://snlapps.depaul.edu/writing/
The DePaul Student Handbook defines plagiarism as follows: “Plagiarism includes but is not limited to
the following: (a) The direct copying of any source, such as written and verbal material, computer files,
audio disks, video programs or musical scores, whether published or unpublished, in whole or in part,
without proper acknowledgement that it is someone else’s. (b) Copying of any source in whole or in part
with only minor changes in wording or syntax even with acknowledgement. (c) Submitting as one’s own
work a report, examination paper, computer file, lab report or other assignment which has been
prepared by someone else. This includes research papers purchased from any other person or agency.
(d) The paraphrasing of another’s work or ideas without proper acknowledgment.” Plagiarism will result
in a failure of the assignment or possibly of the course. If you are unsure of how to cite a source, ask!
FACULTY BIOGRAPHICAL SKETCH: Sara L. Kimble (PhD, University of Iowa) is an Assistant Professor in the
School for New Learning. Prior to joining the SNL faculty, she taught European history, humanities, and
women’s history at the University of Northern Iowa in Cedar Falls, Iowa. Her research concerns the
intersection of the women’s work and politics in transnational contexts. She has published her research
on European women, work, and politics in articles and chapters. She volunteers at the Neighborhood
Writing Alliance and the Coordinating Council for Women in History.
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SCHEDULE
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Please complete readings before class to maximize your understanding of the in-class activities.
See study guides for major readings for guidance on questions to consider while reading.
Additional events, including a field trip to the Illinois Holocaust Museum, will be announced in class.
Extra credit available for attending lectures and/or films in community related to course & writing 12 page reflective report. See D2L calendar for eligible events.
Where relevant, see longer set of questions to guide your writing (distributed in class & on D2L)
DATE
WEEK 1
READING ASSIGNMENT & CLASS TOPICS
READINGS TO COMPLETE THIS WEEK:
- Read Syllabus & study guides to textbooks
- Begin reading Bergen, War and Genocide, chapter 1
LECTURE & DISCUSSION TOPICS:
Introduction to the Holocaust & the Second World War
Discussion: what do we already know and how do we
know it?
WRITING ASSIGNMENT #1:
Write on: What do you
know about the Holocaust?
What are your course
learning goals? (Minimum
length: 2 pages; 800
words). Due TBA via D2L
COMPLETE READINGS BEFORE CLASS:
WEEK 2
Complete Bergen, War and Genocide, chapter 1-3
Recommended: Kershaw, “Hitler's Decisive Role” (on D2L from
Niewyk ed.)
LECTURE & DISCUSSION TOPICS:
The Nazi State and the War against the Jews
In-class writing on Bergen
see the chapter-based study
questions
COMPLETE READINGS BEFORE CLASS
WEEK 3
WEEK 4
Read Bergen, chapter 4-5
Start reading Primo Levi, Survival in Auschwitz (see guide)
LECTURE & DISCUSSION TOPICS
Introduction to Nazi brutalities in ghettos & camps
Read Bergen, chapters 6-7 before class
Continue reading Levi, Survival in Auschwitz
FIELD TRIP TO: ILLINOIS HOLOCAUST MEMORIAL MUSEUM &
EDUCATION CENTER, 9603 WOODS DRIVE, SKOKIE, IL 60077
PLEASE MEET IN LOBBY AT 5:45PM
In-class writing on Bergen
see the chapter-based study
questions
#2 Write and submit a 2page (800 words) reflection
paper on the value of
learning at the Holocaust
Museum. What specific
knowledge was reinforced
by the museum experience?
What new learning
occurred? – due TBA
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DATE
WEEK 5
READING ASSIGNMENT & CLASS TOPICS
Read before class: Tec, Defiance (chapter 6) & Isaiah
Trunk, “Why the Jewish Councils Cooperated” (from
Niewyk ed.), “Partisans of Vilna” study guide (ON D2L):
LECTURE & DISCUSSION TOPICS
Resistance and Rescue - Case study: Jewish resistance in
ghettos and Jewish Partisans
Film selections: “Partisans of Vilna” & “Defiance”
WEEK 6
Read before class: selections by Protestant leaders, Yahil,
Resistance in Denmark; Michael Phayer, “The Silence of
Pope Pius XII” (from Niewyk ed., on D2L)
LECTURE & DISCUSSION TOPICS
Religion, Bystanders and Rescuers: Case Study of
Protestant community in France – focus on Pastor
Trocmé & Chambon-sur-Lignon. Film selection:
“Weapons of the Spirit”
WEEK 7
Read before class read: Weitz, “Organizing Resistance in
France” & Charlotte Delbo poem, “Arrivals and
Departures” (on D2L)
Recommended: Read Aubrac, Outwitting the Gestapo &
Germaine Ribière, Cries in the Night
WRITTEN ASSIGNMENT
#3: What were some of the
reasons Jewish resistance to
Nazism so difficult to
undertake? How did the
Bielski partisans participate
in resistance? Why were
they unusual? Discuss
readings & films (2 pages,
800 words) – due TBA
#4: What role did religiousbased ethics play in
decisions to aid others in
this case in France? Discuss
and reflect on film. (2
pages, 800 words) – due
TBA
In-class writing: How did
these women engage in
resistance? What role does
writing play in resistance?
LECTURE & DISCUSSION TOPICS
Women and Resistance in France & Ravensbrück (camp)
Film selection: “Sisters in Resistance”
WEEK 8
Read before class: Bergen, chapter 8 & finish Primo Levi,
Survival in Auschwitz
LECTURE & DISCUSSION TOPICS
Primo Levi, Survival in Auschwitz - What did challenges to
Levi face? What do we learn from his experience? How
can we learn more about “resistance” from his story?
#5 - Write and submit
reflection essay on: How did
Levi survive Auschwitz?
How does “survival” have
meaning on multiple levels?
(2 pages, 800 words) – due
TBA
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DATE
WEEK 9
READING ASSIGNMENT & CLASS TOPICS
COMPLETE READINGS BEFORE CLASS:
Selection from John Roth’s Ethics During and After the
Holocaust (D2L) & UN, Convention on the Prevention and
Punishment of the Crime of Genocide, New York, 9
December 1948
http://www.pbs.org/daringtoresist/index.html
LECTURE & DISCUSSION TOPICS
Ethics and the Holocaust
Film: “America and the Holocaust: Deceit and
Indifference” (1994) to discuss “Why didn’t America do
more?” What does this history mean to us?
ASSIGNMENT DUE
In-class writing: Write a
reflection paper on ethics
during and after the
Holocaust. What does this
history mean for us as
Americans? (Respond to
readings in your answer)
COMPLETE READINGS BEFORE CLASS:
WEEK 10
DATE
WEEK 11
No class
meeting
(
Read Novick on “The Holocaust in American Life” (on D2L)
LECTURE & DISCUSSION TOPICS: HOLOCAUST AND MEMORY
FILM SELECTION: “Night and Fog” by director Alain Resnais
Discussion on the holocaust and historical memory
Draft final project this
week for feedback from
professor.
ASSIGNMENTS DUE
1. SUBMIT FINAL PROJECTS BY TBA (5-6 pages)
2. Complete 1-2 page self-evaluation of how you met competence or learning
outcome requirements? Be specific. What did you learn? What will you share with
others?
3. Complete evaluations of the course (via Campus Connect)
4. Finalize any extra credit or rewritten assignments as needed
All work due by TBA
ASSIGNMENT VALUES FOR GRADES
Item
2-page assignments (#1-5)
Final Project (5-6 page paper)
Attendance (must visit Illinois Holocaust Museum)
Active participation in discussions & in-class writing
Self-assessment
Total
Value
100 x 5 = 500 points total
200
100
150
50
1000 points possible
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