Clare 108 World Views Fall, 2006 9:30 (01 & 10:30 (02) Plassmann 305

Michael Lavin x2488 mlavin@sbu.edu

Office: DLR 15 http://sbu.edu /psychology/lavin

Office Hours MTW 2:00-3:00 PM

Course Title: Holocaust and Genocide: Psychological Perspective of Group Inhumanity

Pray tell, my brother,
Why do dictators kill
and make war?
For glory; for things,
for beliefs, for hatred,
for power.
Yes, but more,
because they can “and do” R. Rummel
Course Description Holocaust and Genocide— is the causing of serious bodily and mental harm and even death to members of a group. Genocide has been practiced in all regions of the world and at all times in human history. Do a little Googling and find out what t atrocities that are happening in the Darfur region of western Sudan, at this very minute. Just coming here this morning while listening to NPR, I heard that Lyman Frank Baum (1856-1919) advocated the extermination and genocidal destruction of the American Indian in his 1899 fantasy "The Wonderful Wizard of Oz". I mean Mr. Baum was a kind man but whose situation in South Dakota led this gentleman to espouse genocide leading to the atrocity at in the late 19th century. see baum

The goal of this class is to review group-malevolence with the ambition of understanding the variables that endorse and promote mass violence. Course descriptions, eyewitness accounts, readings, film presentations will admittedly be alarming and difficult to grasp much less discuss. Ensemble discussions will help lessen and ameliorate that to which can be so distressing. In addition, we will go beyond incident documenting and motive evaluation—we/I will look deeply into these horrific events and examine ways and means to discuss acts that might facilitate genocide cessation Finally, the course will primarily consists of group presentations I will not be alone in describing genocidal incidents; you folks will collaborate with your fellow students and presenting genocide from the Jewish Holocaust to American slavery

. Good luck. Let’s make our course objective obtainable. This course will make extraordinary demands on you: we are entering the world of savagery and group terror. Let’s make the sojourn worth it by signaling means of lessening future genocidal occurrences!

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Course Objectives

1) To understand what genocide and ethnocide mean.

2) To understand the typology of genocide. See Chalk and Jonassohn, 1990

3) To understand through lectures, guest speakers and films.

4) To understand the historical and social impact of acts of genocide primarily in the 20^th and 21^st century (but not exclusively) perpetrated against ethnic groups around the globe

5) To become familiar with human and group malevolence by studying Hitler and the Holocaust, Turkish genocide of the Armenians, Khmer Rouge atrocities, Indians of the United States, Stalin and the Ukraine, Burundi and others.

6) To become familiar with a psychosocial theory of evil and the application of this theory to the perpetration of genocide and mass violence in Nazi Germany, Turkey, Cambodia, Bosnia, Rwanda, and various indigenous cultures. R

7) To become familiar with the origins and roots of genocide and ask question about why and the role of bystanders.

8) The influence of culture and genocide—preconditions for genocide.

9) To examine research that might shed light on how humans can be so atrocious. You might want to read The man who shocked the world about the life of Stanley Milgram. Milgram is a psychologist who examined variables of punishment and the ability to apply pain.

10) To examine the role of modernization and genocide.

11) To examine the UN Convention on the Prevention and Punishment of Crimes of Genocide

and to examine the impact of the US Senate’s Ratification of the UN Genocide convention.

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Texts Required: Following is the list of texts and articles to be read in whole or part for this class.

1) Wiesel, E. (1960) Night. New York: Bantam.

2) Chalk, F. & Jonassohn, K. (1990) The History and Sociology of

Genocide: Analyses and Case Studies. Hartford: Yale University Press

3) Gellately, R., & Kiernan, B. (2003). The Specter of Genocide:

Mass Murder In Historical Perspective. New York, New York: Cambridge

University Press

These three text (particularly Chalk and Gellately) along with numerous web pages will be your major resources for course presentations.

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Secondary or ancillary goals--

The topics that are to be covered in class ( e.g., the Holocaust) will be found in many readings found in the assigned texts. You will learn to integrate those sources as well as finding additional information online or bring the bibliographic resources needed in the preparation of course requirements.

Certain course requirements will require that you work together. That should allow you to enhance your the interpersonal skills that are required for effective collaboration with others in a small group research project

The student will learn interdisciplinary thinking by writing weekly inserts into your portfolios.

Your analytical skill will be enhanced when confronted by addressing questions likes:

What are the most common factors that produce genocide?

Is genocide, democide or ethnocide inevitable? What about non-killing which has been called genocide, such as the absorption of one culture by another, the disease spread to natives by contact with colonists, the forced deportation of a people, or African slavery. Genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group,

Does the recurrence of genocide reveal about the dynamics of group relationships, social institutions and human society?

In what ways could the various genocides have been prevented?

Are Human beings naturally good or evil or both or neither?

You will learn how to examine the nature of bystander behavior and the impact of bystander behavior on the perpetration of genocide.

Will learn how to examine the question of what can be done to prevent human cruelty, mass violence, and genocide. Students to be able to take all of the above information and apply it to a current or historical instance of individual and collective instance of human cruelty, mass violence, or genocide.

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Additional Readings I know when students see additional readings they ask me or themselves or no one: do we have to read these resources? Answer. You will be presenting genocidal examples and themes in class for a 1 week period and reviewing your fellow student presentations for the whole semester and reviewing all presentations for 8 weeks. I know that there is material in the following resources that will help you with both assignments beyond the texts required. For example, if your group is presenting a PowerPoint presentation on Armenian Genocide, materials can be obtained from the following.

• Dobkowski, M., & Wallimann, I. (1998). The coming age of scarcity: Preventing mass death and genocide in the Twenty-first century. Syracuse: Syracuse University Press.
• Fein H. (1979). Accounting for genocide. New York: Free Press.
• Gilbert, G. M. (1985). The Holocaust: History of the Jews of Europe during the Second World War. NY: Holt.
• Horowitz, I. (1976). Genocide: State power and mass murder. New Brunswick, N.J.: Transactions Books.
• Kecmanovic, D. (1996). The mass psychology of ethnonationalism. New York: Plenum Press.
• Kressel, N. (1996). Mass hate: The global rise of genocide and terror. New York: Plenum Press.
• Kuper, L. (1982). Genocide: Its political use in the Twentieth Century. New Haven: Yale University Press.
• Levi, P. (1958). Survival in Auschwitz. New York: Collier Books. I might add that there is a play on Broadway called Primo which is about this author’s survival struggles in Auschwitz. ISaw it and was quite moved.

Levi, P. (1986). If this is a man: Remembering Auschwitz. N.Y.: Summit Books.

Levi, P. (1988). The drowned and the saved. New York: Vintage International

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Gilbert, M. The Final Solution. New York: Prentice see below

http://search.netscape.com/ns/boomframe.jsp?query=martin+gilbert&page=1&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3D538efcff0aeb9ff6%26clickedItemRank%3D10%26userQuery%3Dmartin%2Bgilbert%26clickedItemURN%3Dhttp%253A%252F%252Fwww.english.uiuc.edu%252Fmaps%252Fholocaust%252Ffinalsolution.htm%26invocationType%3D-%26fromPage%3DNSCPIndex2%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fwww.english.uiuc.edu%2Fmaps%2Fholocaust%2Ffinalsolution.htm

Now let me tell you that the best information source is from Webster University’s Linda Wolfe’s web page. Matter of fact, the first step I would take when organizing my presentation would be to go to Linda’s site.

http://search.netscape.com/ns/boomframe.jsp?query=Linda+M.+Woolf&page=1&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3Daa74685fdedf9788%26clickedItemRank%3D1%26userQuery%3DLinda%2BM.%2BWoolf%26clickedItemURN%3Dhttp%253A%252F%252Fwww.webster.edu%252F%257Ewoolflm%252F%26invocationType%3D-%26fromPage%3DNSCPIndex2%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fwww.webster.edu%2F%7Ewoolflm%2F

• Linda has sources about genocide in Armenia, Rwanda, Sudan, Genocide in Bangladesh, Zimbardo's Prison Study Slide Show. Cambodia, East Timor, Ukraine etc etc Please visit: http://www.webster.edu/~woolflm/readings.html Linda M. Woolf, Ph.D., Webster University work is informative and educational and helpful. Take a look: (this is rich in resource information)
• Genocide & Democide
• Armenia
• Bosnia-Herzegovina
• Burma
• Cambodia
• East Timor
• Holocaust
• Rwanda & Burundi

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What you should get from this course.

Primary Goals

You are probably familiar with homicide and what that means—the individual destruction of one individual by another. Newspapers, books and TV(Law and Order) have described mass homicide or serial killers such as Wayne Williams Theodore Kaczynski, Jeffrey Dahmer and Ted Bundy and Chicago’s 19^th Centurys’ Holmes. You should have a good sense of the effects that terrifying pain and suffering has on its victims We are studying genocide, however, and in this course which is as we describe “a form of one-sided mass killing in which a state or other authority intends to destroy a group.” Genocide is the systematic, deliberate brutalization and annihilation of one group by another.” Chalk and Jonassohn (1990) The experiences of genocide in history raises basic questions for us, for you, for me. You should come to realize that in this course genocide is not a horrific phenomena that occurred “in the past .” back there in the golden days of history. It is occurring as I write this paragraph. It could occur in this country and could occur now. I mean the media set up a neat but alarming distinction between red and blue (Bush/Kerry). A sequence of suicide bombs in a large US city could trigger massive group killings of those responsible for those explosions. It is that kind of we/you ideology which is the bedrock of genocidal initiatives. You should come to know that communities threatened by severe prejudice, discrimination, and persecution are at extreme risk of experiencing genocidal annihilation. You should become adroit at pin pointing those variables that foretell the conditions ripe for genocide. Also, by studying genocide, it should. arouse a variety of intellectual, emotional, and ethical responses. Studying the Holocaust and other genocides, should deepen your understanding of group membership and what it means to be enlightened and civilized and what it means not to be.

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Now before we describe the details and outline the course, make sure you have a solid understanding of genocide.

WHAT IS GENOCIDE?

I would like to give you a sense of what we both will be talking about over the next Fall, 2006 months. Genocide was never defined until the UN took it upon itself to do so in the 1950s. Just because it is defined does not mean it will be prevented. Cambodia, East Timor, Bosnia and many other have occurred and are still occurring.

Genocide is foremost an international crime for which individuals, no matter how high in authority, may be indicted, tried, and punished by the International Criminal Court (ICC). According to Article 6 of the ICC Statute, This crime involves, "any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: (you could use this in you final paper)

(a) Killing members of the group;

(b) Causing serious bodily or mental harm to members of the group;

(c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;

(d) Imposing measures intended to prevent births within the group;

(e) Forcibly transferring children of the group to another group."

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Although defined genocide above. It can be furthermore divided into 4 different types . Chalk and Jonasssohn (see text) made an arbitrary typology which we will be using in class. Typology of Genocide x4 You decide which of the following sub-types of genocide you would like to address and then join your presentation group to deliver a PowerPoint demo of the following matrices.

Chalk: pgs. 23-27 see http://web.sbu.edu/psychology/lavin/clare_108_fall.htm

To take a look at how students from 04 & 05 chose a) retribution, deve1.

1) Retributive-- is "undertaken to eliminate a real or potential threat", but again, these are "most likely to occur when one group dominates another group and fears its rebellion or when the other group actually rebels." The example given is that of the Hutu/Tutsi conflict in Rwanda. The Hutus mass murdered the Tutsi tribal members in 1994 (see Hotel Rwanda) and it was savage and brutal. Continuing:, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders

2) Developmental is where genocide is undertaken for economic gain.$ The case in Paraguay in the 1760's-70's where they deported/killed an estimated half of the native Indian population, to allow for the expansion of logging and cattle-raising enterprises in the nation's interior, would be an example. . Much of this type of genocide buy gun or sword or disease is mostly related to, and here I should watch out, colonialism. The desire for money meant using slaves or killing slaves, or killing nativeHawaiians or native Americans, or African tribes, or    nd any Hindus that the military were able to capture. Bangladesh Topic: Genocide to acquire economic wealth e.g., colonial dependencies

Classical European Colonialism
(Claims from formerly colonized against former colonial powers, eg. Africa, and from indigenous groups against states "dominated by the descendents of their European conquerors") American Genocide 1: Native Americans

Internal Colonialism
(Slavery, Jim Crow, Apartheid) American genocide 2

Neo-Colonialism
(Claims against international lending agencies, e.g. the World Bank, or IMF, seen as the partial cause of Third World poverty, population displacement, and environmental destruction, e.g. by funding dam construction) Samples:

Indians of the Americas Chalk 181, Chalk 195

Physical and Cultural (Ethnocide) annihilation of various indigenous groups

3) . Despotic-- is intended to "spread terror” among real or potential enemies". Examples of this are Ugandan presidents Idi Amin and Milton Obote, who killed hundreds of thousands of (internal) Ugandans who opposed their power. Spreading terror, have been the genocides and democides carried out by communist societies, for example, in the Ukraine where those resisting or perceived to be enemies of the ideology were murdered, or starved such as landlords, Kulaks farmers, nationalists, "right-wingers," and "counterrevolutionaries." It is “ I am going to scare you” so you do not engage in this threatening political behavior by killing a whole bunch of you. This is bully genocide. Harvest of Terror Ukrainian Genocide conducted by Stalin 1932-35

4.  Ideological Genocide --where social homogeneity is sought, through 'ethnic cleansing' of internal 'pollutants'. This is an attempt to annihilate an entire group for religious, racial, social inferiority reasons. This would include examples of the Nazi Holocaust. Hitler’s Nazis charge was the eliminations of the Jews—total elimination. Armenian massacres also fits this model , and the Cambodian purges do as well. Dancing Through Death: The Monkey, Magic & Madness Of Cambodia FilmThe Khmer Rouge Killing Machine Genocide in East Timor Dancing Through Death:

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STAGES OF GENOCIDE: (excellent for notes) Stanton devised a hypothetical model of the stages of genocide. Not all classification or not all models fit the Stanton model but enough do that I thought I would include this in the syllabus. It is also a nice supplement and structure outline to you presentations.

Organizational Template: Stanton (1998) organized EIGHT STAGES OF GENOCIDE and we will use this template to give structure to our discussions. http://web.sbu.edu/psychology/lavin/stanton.htm examples found on url 1) Classification you have to group your enemy—it is we and it is them—it is the Nazis and it is the Jew People are typed, categorized, and classified into different groups, such as whites, blacks, Asians; or into Christians and Jews; or into communists, leftists, or rightists. There is a great little experiment in which the teacher grouped her class into blue eyes and brown eyes and said the blue eyed kids were superior. You out to take a peek.

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CLASS ATTENDANCE

Attendance: As per St. Bonaventure’s undergraduate catalogue, it is my responsibility to announce my attendance policy the first week of class. It is the first week of class and here is that policy: Meaningful class discussion and interaction of student with student and student with Lavin is the heart of the program. Attendance at all class meetings is mandatory. Should an emergency situation arise which requires an absence from all or even part of a class, you must contact me, at the earliest possible time. Leaving a message with another individual or on an answering machines does not fulfill this obligation. In many of my classes I am not so stringent about class attendance but I am in 108 because of its strong emphasis on participation and interaction. Last Fall, a student did not even show up for their class presentation and that person is in Ossining Penitentiary for class attendance abuses (two years w/o bail). I will discuss how I take attendance when school class.

Plagiarism (attempting to pass off the work of another as one's own) is not acceptable and will result in a grade of 0 for that assignment and will be turned over to the appropriate university source for disciplinary action. Simply reference resources, words, paragraphs which are not your own.

This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated to the registrar.

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion.

It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document.

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Grades to be based on: link to scale
1. Attendance and participation in class discussions (15%) Class Participation & Discussion: Please realize that your participation in this class is extremely important. As such, class participation will constitute 15 percent of your final grade. The class participation grade will derive from regular attendance and everyday discussion and analysis. Please be aware that unexcused absences will impact your grade in this area. Here is the mortal of mortal transgression: not showing up when your group is presenting for that week. Let’s say you group is presenting on genocide in East Timor and you are not there: Yikes drop down 1 grade.

2. Group presentation (30%) Last 8 weeks of class. On page 9 and 10 of this syllabus I described 4 types of genocide (1 retributive/threat, 2 developmental, 3 despotic and 4 ideological). It will be those 4 categories which will frame your presentations choices. During the 3rd or 4^th week of class you will decide which area (1-4) you would like to present Each area will take 2 weeks your group will take 2 weeks talking about examples of retributive/threat genocide )e.g., Rwanda, etc see web page for examples). Your presentation will involve using DVDs which I have or will purchase, streaming videos which you can get on line as well as you PowerPoint presentation.

So here is how it would work:

Group 1 (threat) Sept 25, 27, 29

Oct 2, 4, 6

Six class days: 1^st day Introduction, 2^nd 3^rd 4^th 5^th specific genocide PowerPoint examples followed by 6^th re-summarization. I am encouraged to suggest that during your presentation, you use all methods of class engagement such as DVDs, streamlining videos, VHS, indigenous personal reports, maps, clothing, whatever you can use to widen the pupils of your audience.

Group 2 will be seated in the front seats providing knowledgeable questions after each day’s presentation. You will be graded for your in-depth questions.

Mid-Term 11, 13 Lavin lectures and wiggle room

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Group 2 (developmental ) Oct 16, 18, 20

Oct 23, 25, 27

Group 1 will be main discussion group setting in 2^nd row That does not mean that others students don’t chime in.

Group 3 (despotic) Oct 30, Nov 1, 3

Nov 6, 8 10

Group 4 will be main discussion group setting in 2^nd row

Group 4 (ideological) Nov 13, 15, 17

Thanksgiving ( We will not have classes on Nov 20^th but I

Nov 27, 29, Dec 1

Group 3 will be main discussion group setting in 2^nd row

3) Weekly Journals 25%: You will bee keeping weekly journals-- Weekly Journals/Course entry Journals (25%) Need to hand in Journal during Midterms and Finals. Journals are more than personal diaries. Students are expected to keep a running journal that notes reactions to class lectures, discussions, video presentations, guests, field trips(this is a hope), and readings. Your journal is more than class notes It is well known that a higher level of learning is attained when the learner reflects on facts, events, eyewitness accounts, and student presentations, I will expect you to keep a course entry journal emphasizing reflective, analytical, and personal experiences while listening to Lavin and later listening to your fellow student course presentation or while doing your reading. Journals encourage thinking instead of simply working to reiterate or reproduce or memorizing. It might be a simple annotation. However, as class progresses, I will expect you to keep a journal which I will review twice: Oct 17 & 19^th and December 9^th Reading Day. I would expect 1-2 entries per week, for a total of 14-28 entries. Each entry, averaging 150 words (two paragraphs) will be based on your thoughts and feelings about newspaper or magazine articles that you relate to the course, or about the lectures, course readings or outside events. Graded individually. Once again, I will be looking for subjective (personal, autobiographical) feelings toward readings, guest speakers, and films. For example, we will be having a guest lecture, a Mr. Joe Diamond, who is a Holocaust survivor and he will talk about his experiences in Auschwitz in 1944-1945. You might take down not notes but feelings and thoughts that you have during his presentation. For example, what would you have done in such a deplorable death-setting? I will show you a prototype done by a student last year. Typed entries expected with graphics.

4) Final Research Paper (12-15 pages): (35%) Final Paper will be due the day of finals or sooner. The title of the paper should simply be a topic that significantly caught your interest during the course of the course. Examples: Genocidal apathy, are humans naturally evil, what would you do to eliminate genocide, genocide in the 21^st Century, summarizing a book you read about genocide of the Holocaust, Darjur This paper should be a 15-20 page paper not requiring a significant amount of research. You have already done most of that research. Remember, that I told you that our four course assignments are interconnected. You have already done what is necessary. I want the final paper to contain examples of Chalk’s four types of genocide so that you can compare and contrast using the Stanton’s Eight Stage Model. I am expecting that you instill or infuse personal insights from your course entry journal. (critical) Genocide is horrible, an abomination of our species, totally unacceptable. It is an obscenity, the evil of our time that all good people must work to eradicate. This has been the focus of the class. Your paper should end with what you believe to be warning signs of Genocide and suggestions as to how to prevent Genocide. As Dr. Linda M. Woolf,states “Perhaps, we can work to insure that the phrase "Never Again!" does not simply translate historically as "Ever Again!" as we move from the "Century of Genocide" into the next millennium.” Final paper graded individually. use http://www.genocidewatch.org/ Genocide Watch So your paper, no mater the title, should have integrated the vast materials you have collected during the semester. (actually 20 pages is not enough). The paper should be harmless because it really just involves fusing together your personal insights (weekly journal entries (PowerPoint) your notes . Just is a matter of putting together what you already have. I have a prototype of an excellent paper if you want to see it.

Grading

Grading Scale:

92 - 100	A+A A-	Exceptional
82 - 91	B+,B,B-	Very Good
72 - 81	C+,C,C-	Average
62 - 71	D+,D,D-	Below Average
< 61	F	Failing

Example: 93 x .15 + 93 X .3 + 93 x .2 final paper 93x .35 that would be an A

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WEEK 1: INTRODUCTION TO THE COURSE

Aug 28 Distribution of the Syllabus Course web page

What we are going to do and when. PowerPoint Beauty and Evil.

• Clips: A Class Divided (Jane Elliot's brown-eyes/blue eyes study); ABC’s Prime Time Live (St. Louis discrimination experiment) Begin reading Elie Wiesel’s Night and finish for discussion on Monday, Aug 30 Genocide: Origins of a Concept Why Lavin chose to teach this class: Augie Fellheimer, Sophia Froelich, Max Stein, and Sam Revusky. Thanks This course is dedicated to you.

Aug 30 WHY and What is Genocide? Chalk & Jonassohn 1-27 Genocide 1981,

How does Chalk and Jonassohn define genocide for their research on the conditions that favor genocide? How and why have they modified the definition of genocide contained in the UN Convention? Some Preconditions for Genocide Film clip:

• The Definition of Genocide & Psychological Model of Genocide
• Clips Milgram, S. (1974), Obedience to Authority; An Experimental View. My talk about using Milgram in my Holocaust course, Chicago 2006
• What are the major analytical contributions to the debate over the definition of genocide of the following scholars: Pieter N. Drost; Irving Louis Horowitz; Vahakhn Dadrian; Helen Fein; Leo Kuper; Robert Melson; Yehuda Bauer; Lyman Legters; Roger Smith; and Benjamin Whitaker? See Chalk?http://search.netscape.com/ns/boomframe.jsp?query=roosevelt+and+the+jews&page=1&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3D538efcff0b284def%26clickedItemRank%3D1%26userQuery%3Droosevelt%2Band%2Bthe%2Bjews%26clickedItemURN%3Dhttp%253A%252F%252Fwww.fsmitha.com%252Fh2%252Fch22.htm%26invocationType%3D-%26fromPage%3DNSCPIndex2%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fwww.fsmitha.com%2Fh2%2Fch22.htm

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The Beginning: Lavin will take on the Holocaust (Ideological Genocide) and you can use his multi-week presentation as a model.

Sept 1 The Nazi Holocaust --the beginnings Chalk 323-366 & Gellately Ch 11

Historical prologue to Anti-Semitism: he Role of Christianity DVD Cross and the Star

Roman Empire, Christianized Roman Empire, Crusades, Blood Libel (malicious murders of Christian Children), Blois, France, Fourth Lutheran Council, 1290 Jews expelled from Europe, Phillip IV, Black Death (1348-1349). Spanish Inquisition 1490, Martin Luther “On the Jew and Their Lives” 1800 approval of Jewish residency (Denmark, France, Norway, Prussia, Hungary, Italy , Sweden) Eugene Karl Duhring publishes anti-Semitic “The Jewish Cultural Problem” violent programs in Romania, Ukraine, Poland, Hitler joins worker party (1919), Mein Kampf (1924) Aryanization become official 1932 Hitler’s ascension to power.

You can review these events more thoroughly in he Holocaust Chronicle (2000), James Carroll’s text Constantine’s Sword The Church and the Jews: A History of Anti-Semitism where Roman Catholic's are called to truth in coming to terms with two thousand years of anti-Judaism and The Holocaust and the Christian World (2000) by Rittner, C, Smith, S.D. & Steinfeld. (all will be on reserve in Library). An ever occurring theme in this course will be the role of religion and genocide.

Sept 4 Anatomy of the Holocaust in Chalk 358-366

Review Wiesel’s Night using your Journal We will be talking about Wiesel’ Night today.

Triumph of the Will Hitler ascends 1932

Sept 6
 Hitler and Fascism and Anti-Semitism  

Aryanization and Racial Purity Lebensraum The Nuremberg Laws Laws for the Protection of German Blood Chalk DVD

Sept 8 Film: Night and Fog (1955 black and white) Ordensburg training of Nazi elite THE JUNKERS

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On May 1st 1936, the first group of 500 "Junkers" began their one-year training in VOGELSANG. Ordensburg Among others, the candidates had to meet the following conditions : Be aged between 25 and 30 Be a member of the Party, the "Hitlerjugend", the "Arbeitsdienst", the S.A. or the S.S. Be physically completely healthy Be pure-blooded and have no hereditary defect

Sept 11 Kristallnacht and the End of Illusions and the first steps toward the "Final Solution"

Evolution of the Nazi Jewish Policy Yehuda Bauer in Chalk 332-353

The Emergent role of the SS, In June came the well-publicized issue of the German ship, the S.S. St. Louis, and its nearly 900 Jewish refugees.  The refugees had paid for their passage and expected to stay in Cuba while they waited for their names to rise to the top of a long list of people waiting to be included among the 26,000 people the United States allowed to migrate from Germany each year. .

Sept 13 The Invasion of Poland 1940 Mass Murder

Einsatzgruppen murderous security police and Soviet Jewry

 The Concentration Camp System Begins 

Sceelebelastung “burdening of the soul” Chalk 363-366

Sept 15 Film and discussion Holocaust: In Memory of Millions

Sept 18 Einsatzgruppen to Death Camps  Deportation to the East 

The Rationalization of Murder Film clip Death Camps

Wannsee (affluent suburb of Berlin): Goering places the

to the Jewish Problem in The hand of Reinhardt Heydrick

1942 Ghetto concentration

 
 
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Sept 20/22 Final Solution: Machinery of Hatred and mass murder. Botwinick 
 Auschwitz-Birkenau , Deportations Belzec Chelmno 
 Zyklon B Gypsies Failure to Intervene: Everyone
Hitler Germany and Nazism (still alive) DVD Holocaust: Memory of Millions
 
 
 
 
 
 
 

Holocaust begins as the systematic, state-governed persecutions and murder of over 6 million Jews (1/3 of the Jewish population). Nazi genocidal policies also extended to Sinti and Roma (Gypsies), the physically and mentally handicapped (euthanasia), Freemasons, Jehovah’s Witnesses, homosexuals, communists, and other political and religions dissidents.

Sept 229 Eyewitness Account David P. Broder (1946) interview Nechama Epstein

Will be having a Holocaust survivor speak to our classes. Mr. Joseph Diamond, Holocaust survivor, has been kind enough both in 04 and 05 to come down from Buffalo and discuss his painful sojourn from death to life

Czechlovakia-Auschwitz. Joe has been ill but I hope to have someone address from the Buffalo Holocaust Center. Poweful.

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· Table of Hotlinks: RummelVilna

· The White Rose

· War Crimes, Definitions and Nuremberg Trials

· Warsaw Ghetto

· Elie Weisel

· Westerbork

· Women and the Holocaust

· Locating Survivor's

· The Massacres

· Museums and Memorials

· Majdanek

· Maps

· Mauthausen and Gusen Camps 1 - 3

· Melmer's Gold

· Mengele: Angel of Death

· Mittelbau Dora

· Music of the Holocaust

· Nazi Eugenics Programs

· Nuremberg Laws

· Nazi Leaders

· Nuremberg War Crimes Trial

· OccupieAnne Frank and Miep Gies

· Atkion Reinhard Killing Centers

· Allied Knowledge of the Holocaust

· Auschwitz - Birkenau

· Artwork, Stolen Art, Poetry, Literature and Music of the Holocaust

· Arynization of Assets

· Atomic bomb

· Babi Yar Massacre

· Bialystok Ghetto

· Belzec

· Bergen-Belsen

· Breeding Programs: Lebensborn and Kindersegen

· Buchenwald

· Causes and Impact

· Chelmno

· Children

· Cloning and Twin Experiments

· Collaborators

· Companies who used Slave Labor

· Concentration Camps by Name

· d Countries - Jewish Treatment\\\

· Gunskirchen Lager

· Gypsies and Others Persecuted

· Hardt,Gross-Rosen

· Hitler

· Hitler Youth

· Holocaust Denial

· Immigration

· Israel: Post War Immigration

Page 21

Group 1 (threat) Sept 25, 27, 29

Oct 2, 4, 6

Six class days: 1^st day Introduction, 2^nd 3^rd 4^th 5^th specific genocide PowerPoint examples followed by 6^th re-summarization. I am encouraged to suggest that during your presentation, you use all methods of class engagement such as DVDs, streamlining videos, VHS, indigenous personal reports, maps, clothing, whatever you can use to widen the pupils of your audience.

Group 2 will be seated in the front seats providing knowledgeable questions after each day’s presentation. You will be graded for your in-depth questions.

Mid-Term 11, 13 Lavin lectures and wiggle room days

Group 2 (developmental ) Oct 16, 18, 20

Oct 23, 25, 27

Group 1 will be main discussion group setting in 2^nd row That does not mean that others students don’t chime in.

Group 3 (despotic) Oct 30, Nov 1, 3

Nov 6, 8 10

Group 4 will be main discussion group setting in 2^nd row

Group 4 (ideological) Nov 13, 15, 17

Thanksgiving ( We will not have classes on Nov 20^th but I

Nov 27, 29, Dec 1

Group 3 will be main discussion group setting in 2^nd row

Page 22

Final Week Dec 4^th -6^th Summary, review final version of Journal and review what is necessary for you papers that are due the day of finals.

Discuss current situations during that interval.

 Please hand in paper during this time!

http://www.nytimes.com/2004/06/16/opinion/16KRIS.html?th