UNIVERSITY OF VERMONT Department of History Carolyn and Leonard Miller Center for Holocaust Studies Spring 2018 HCOL-086 F. Nicosia Hitler’s Racial State Old Mill Annex 504 T-Th, 2:50-4:05 6-1432 UHIN-23, 034F [email protected]Office Hours: M, 9:30-11:30, Th, 1:00-2:00, and by appt. Course Description This is an Honors College seminar that centers on the Nazi concept of Gleichschaltung, or bringing German society into full conformity with the ideology of National Socialism and the policies of the Nazi state. Hitler’s regime applied this idea to every aspect of life in the Third Reich, politically, economically, socially and culturally. Most importantly, it sought to create a society based on the idea of a singular and racially/biologically-determined Volksgemeinschaft, a German society that was viewed as a single organism, as defined by the racial/biological ideas and teachings of National Socialism. In that society, there was room for just one biologically-defined group of humans, namely “racially healthy Aryans.” During the years following Hitler’s assumption of power in 1933, four groups of people living in Germany and Europe were defined as the biological “other,” and targeted for removal from German society and a German-dominated Europe altogether. During World War II, the Nazi regime set out to remove these four groups by physical extermination. Three of these “racial others” were the Jews, the Gypsies (Roma and Sinti), and those relatively few
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UNIVERSITY OF VERMONTDepartment of History
Carolyn and Leonard Miller Center for Holocaust StudiesSpring 2018
HCOL-086 F. NicosiaHitler’s Racial State Old Mill Annex 504T-Th, 2:50-4:05 6-1432UHIN-23, 034F [email protected] Hours: M, 9:30-11:30, Th, 1:00-2:00, and by appt.
Course Description
This is an Honors College seminar that centers on the Nazi concept of Gleichschaltung, or bringing German society into full conformity with the ideology of National Socialism and the policies of the Nazi state. Hitler’s regime applied this idea to every aspect of life in the Third Reich, politically, economically, socially and culturally. Most importantly, it sought to create a society based on the idea of a singular and racially/biologically-determined Volksgemeinschaft, a German society that was viewed as a single organism, as defined by the racial/biological ideas and teachings of National Socialism. In that society, there was room for just one biologically-defined group of humans, namely “racially healthy Aryans.” During the years following Hitler’s assumption of power in 1933, four groups of people living in Germany and Europe were defined as the biological “other,” and targeted for removal from German society and a German-dominated Europe altogether. During World War II, the Nazi regime set out to remove these four groups by physical extermination. Three of these “racial others” were the Jews, the Gypsies (Roma and Sinti), and those relatively few Germans and others in Europe of African descent. The fourth group targeted for destruction included so-called “Aryans,” namely those Germans and many others with mental and physical handicaps.
Required Readings
The following books and articles make up the core readings that will be used in the seminar meetings:
Browning, Christopher. The Path to Genocide. New York: Cambridge University Press,
1992. (Ch. 1, 2) [E-RESERVE]
Brustein, William. Roots of Hate: Anti-Semitism in Europe before the Holocaust. New
York: Cambridge University Press, 2003. (Ch. 3) [E-RESERVE]
Burleigh, Michael and Wolfgang Wippermann. The Racial State: Germany 1933-1945.
New York: Cambridge University Press, 1991.
Hilberg, Raul. The Destruction of the European Jews (Student Edition) New York, 1985.
_____________. “Hitler’s Last Testament,” [BLACKBOARD]
Kater, Michael. Hitler Youth. Cambridge MA: Harvard University Press, 2004. (Ch. 2)
[E-RESERVE]
Lewy, Guenther. The Nazi Persecution of the Gypsies. New York: Oxford University
Press, 2001.
Milton, Sybil. “Nazi Policies Toward Roma and Sinti, 1933-1945.” Journal of the Gypsy
Lore Society. 2/1:1992 (pp. 1-18). [E-RESERVE]
Mosse, George. Toward the Final Solution: A History of European Racism. New
York, 1997. (Ch. 1-6) [BLACKBOARD]
Nicosia, Francis R. and Jonathan Huener (Eds.), Medicine and Medical Ethics in Nazi
Germany: Origins, Practices, Legacies. New York: Berghahn Books, 2002. [FREE COPIES PROVIDED BY THE INSTRUCTOR]
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Pommerin, Reiner. “The Fate of Mixed Blood Children in Germany.” German Studies
Review, V (1982), 315-323. [E-RESERVE]
Remak, Joachim (ed.). The Nazi Years: A Documentary History. Prospect Heights, IL:
Waveland Press, 1990.
Scheck, Raffael. Hitler’s African Victims: The German Army Massacres of Black
French Soldiers in 1940. New York: Cambridge University Press, 2006.
Stephenson, Jill. Women in Nazi Germany. London: Longman, 2001. (Ch. 1, 2)
[BLACKBOARD]
Films
Race: The Power of an IllusionTriumph des Willens (Triumph of the Will)Der ewige Jude (The Eternal Jew)Nazi MedicineWannseePorraimos: Europe’s Gypsies and the HolocaustGenocide and the Second Reich
Class Discussions
Since this course is a seminar, there will be no lectures. Students are expected to do the readings listed for each class prior to that class. Each student should be prepared to present to the class one or more significant points contained in the readings for that day, as well as her/his own conclusion(s) about those points.
Short Essays, Research Paper, Poster
1. Short Essays : Students will write two short essays, each one 4-5 pages in length. In the first essay, students will answer the question: “Why were Jews, Gypsies, People of African Descent and the Disabled viewed as ‘the Other’ in Hitler’s ‘Racial State’?” In the second essay, students will answer the question: “Why was Genocide the Likely Policy Outcome in Hitler’s ‘Racial State’ during World War II?”
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2. Research Paper : Students will prepare a final research paper of 10-12 pages in length. The class will be divided into 4 groups, with each group focusing on one of the four “racial/biological others,” namely Jews, Gypsies, Disabled, and people of African descent. The papers will focus on the ideological foundations for the rejection of each group in Hitler’s ‘Racial State’ and its policies of persecution and, ultimately, genocide against each group. A final revised draft will be due following the last class day. Each group will do an in-class presentation for the rest of the class during the last two weeks of the semester.
3. Poster : The class will be divided into four groups, with each one constructing a poster that deals with one of the four “racial/biological others” in the Third Reich, namely Jews, Gypsies, Disabled, and Africans. Each group will take the lead in the preparation of its poster.
Evaluation
The final grade will be based on the following:
Overall Class Participation: 15% 2 Short Essays: 20% Poster Project: 25% Research Paper: 30% Group Presentation: 10%
Schedule
JANUARY
16 (T): Introduction
17 (W): Plenary 1: Ilyse Morgenstein Fuerst, “Religion, Rebels, and Jihad: Or, How Muslims were racialized in India” (5:05-6:20 pm, Billings Lecture Hall)
18 (Th): The Nazi ‘Racial State’ Readings: Burleigh/Wippermann, Ch.2
23 (T): Enlightenment, Emancipation, Secularism
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Readings: Mosse, Ch. 1 [BLACKBOARD]
25 (Th): Early “Antisemitism”
Readings:Mosse, Ch. 2-6 [BLACKBOARD]
30 (T): Biology and Race, IReadings:Brustein, Ch. 3 [E-RESERVE]
Film (in class):“Race: The Power of an Illusion”
FEBRUARY
1 (Th): Biology and Race, IIReadings:Nicosia/Huener, Ch. 1Remak, pp. 1-10
6 (T): Hitler’s Consolidation of Power Readings:Remak, 49-55
7 (W): Plenary #2: Alison Bechdel, “Dykes, Dads, and Moms to Watch Out For”
(5:05-6:20 pm, Billings Lecture Hall)
8 (Th): Race and National Socialism Before 1933Readings:Hitler, Mein Kampf, (Ch. 11) [E-RESERVE]Remak, pp. 27-37
13 (T): Race Policy 1933-1938: Jews and DisabledReadings:Remak, pp. 145-150Burleigh/Wippermann, pp. 44-56
15 (Th): Race Policy 1933-1938: Gypsies and AfricansReadings:Lewy, Ch. 1, 3-5Scheck, Ch. 2Pommerin, pp. 315-323 [E-RESERVE]
22 (Th): Toward Genocide 1938-1941, IIReadings:Remak, pp. 150-160
Film (in class):“Der ewige Jude“ (“The Eternal Jew“)
27 (T): The “Final Solution” for the Disabled, IReadings:Nicosia/Huener, Ch. 3-4Remak, pp. 133-143
28 (W): Plenary 3: Pablo Bose, “Welcome and Hope/Fear and Loathing: The Politics of Refugee Resettlement in the Current Climate” (5:05-6:20 pm, Billings Lecture Hall)
MARCH
1 (Th): The “Final Solution” for the Disabled, IIFilm (in class):“Nazi Medicine”
6 (T): TOWN MEETING DAY: NO CLASS
8 (Th): The “Final Solution to the Jewish Question in Europe,” I
Readings:Hilberg, Ch. 6-7 [E-RESERVE]
12-16: SPRING BREAK
20 (T): The “Final Solution to the Jewish Question in Europe,” II
17 (T): The Aryan Volksgemeinschaft: Men(Practice Presentations for Wednesday)Readings:Burleigh/Wippermann, Ch. 9
18 (W): COMBINED RESEARCH PRESENTATIONS #2 (5:05-6:20, Kalkin 4)
19 (Th): The Aryan Volksgemeinschaft: Visual Images
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Film (in class):“Triumph des Willens” (“Triumph of the Will”)
24 (T): The “Racial State”: Jews and GypsiesReadings:Burleigh/Wippermann, Ch. 4-5Hitler, “Last Testament,” [BLACKBOARD]
25 (W): FIRST YEAR RESEARCH SYMPOSIUM (5:05-6:20, UVM Alumni House, 61 Summit Street)
26 (Th): The “Racial State”: “Hereditarily Ill” and OthersReadings:Burleigh/Wippermann, Ch. 6Nicosia/Huener, Ch. 6
MAY
1 (T): DISCUSSION OF FINAL PAPERS / CLASS EVALUATIONS
3 (Th): NO CLASS
8 (T): RESEARCH PAPERS DUE
Additional Sources for Research Papers
The Jews:
Aly, Götz. ‘Final Solution’: Nazi Population Policy and the Murder of the European Jews. New York:
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Oxford University Press, 1999.
Bergen, Doris. War and Genocide: A Concise History of the Holocaust. New York: Rowman and
Littlefield, 2003.
Breitman, Richard. The Architect of Genocide: Himmler and the Final Solution. New York: Knopf,
1991.
Browning, Christopher. The Origins of the Final Solution: The Evolution of Nazi Jewish Policy,
September 1939-March 1942. Lincoln: University of Nebraska Press and Yad Vashem, 2004.
Evans, Richard. The Third Reich in Power, 1933-1939. New York: Penguin Press, 2005.
________________. The Third Reich at War. New York: Penguin, 2009.
Fleming, Gerald. Hitler and the Final Solution. Berkeley: University of California Press, 1984.
Friedländer, Saul. Nazi Germany and the Jews: The Years of Persecution, 1933-1939. New York:
HarperCollins, 1997.
______________. The Years of Extermination: Nazi Germany and the Jews, 1939-1945. New York:
HarperCollins, 2007.
Herf, Jeffrey. The Jewish Enemy: Nazi Propaganda During World War II and the Holocaust.
Cambridge, MA: Harvard University Press, 2006.
Hilberg, Raul. The Destruction of the European Jews. 3 Vols. New York: Holmes and Meier,
1985.
Kershaw, Ian. Hitler, the Germans, and the Final Solution. New Haven: Yale University Press,
2008.
Levin, Nora. The Holocaust: The Destruction of European Jewry 1933-1945. New York: Schocken
Books, 1973,
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Schleunes, Karl. The Twisted Road to Auschwitz. Nazi Policy Toward German Jews
1933-1939. Urbana: University of Illinois Press, 1970.
The Handicapped:
Annas, George, and Michael Grodin. The Nazi Doctors and the Nuremberg Code: Human Rights in
Human Experimentation. New York: Oxford University Press, 1992.
Burleigh, Michael. Death and Deliverance: Euthanasia in Germany, c. 1900-1945. Cambridge:
Cambridge University Press, 1994.
Friedlander, Henry. The Origins of Nazi Genocide: From Euthanasia to the Final Solution. Chapel
Hill: University of North Carolina Press, 1995.
_______________. “Step by Step: The Expansion of Murder, 1939-1941.” German Studies Review.
17:1994, 495-507.
Gallagher, Hugh. By Trust Betrayed: Patients, Physicians, and the License to Kill in the Third Reich.
New York: Henry Holt, 1990.
Kater, Michael. Doctors Under Hitler. Chapel Hill: University of North Carolina Press, 1989.
____________. “Dr. Leonardo Conti and His Nemesis: The Failure of Centralized Medicine
in the Third Reich.” Central European History. 18:1985, 299-325.
Kubica, Helena. “The Crimes of Josef Mengele.” In: Anatomy of the Auschwitz Death Camp.
eds. Yisrael Gutman and Michael Berenbaum. Bloomington: Indiana University Press, 1998, 317-337.
Lifton, Robert Jay. The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York:
Basic Books, 1986.
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Müller-Hill, Benno. Murderous Science: Elimination by Scientific Selection of Jews, Gypsies and
Others, Germany 1933-1945. New York: Oxford University Press, 1988.
Nyiszli, Miklos. Auschwitz: A Doctor’s Eyewitness Account of Mengele’s Infamous Death Camp.
New York: Arcade, 1993.
Proctor, Robert. Racial Hygiene: Medicine Under the Nazis. Cambridge, MA: Harvard
University Press, 1988.
________________. “Medicine and Murder in the Third Reich.” Dimensions: A Journal of
Holocaust Studies. 13:1999, 9-13.
________________. “Medicine and the Holocaust: Physician Involvement in Genocide.” In:
Israel Charney (ed.). Encyclopedia of Genocide. Santa Barbara: ABC-CLIO, 2000, 412-415.
Weiss, Sheila. “The Race Hygiene Movement in Germany.” Osiris 3 (1987), pp. 193-
236. [E-RESERVE]
______________. The Nazi Symbiosis: Human Genetics and Politics in the Third Reich. Chicago:
University of Chicago Press, 2010.
People of African Descent:
Barker, A.J. Prisoners of War. New York: Universe Books, 1975.
Bartov, Omer. Hitler’s Army. New York: Oxford University Press, 1992.
______________, Atina Grossmann, and Mary Nolan, eds. Crimes of War: Guilt and Denial in the
Twentieth Century. New York: The New Press, 2002.
Campt, Tina. Other Germans: Black Germans and the Politics of Race, Gender, and Memory in the
Third Reich. Ann Arbor: University of Michigan Press, 2004.
Clarke, Peter. West Africans at War 1914-18/1939-45: Colonial Propaganda and Its Cultural
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Aftermath. London: Ethnographica, 1986.
Echenberg, Myron. “Morts pour la France: The African Soldier in France during the
Second World War.” Journal of African History 26, no. 4 (1985): 363380.
Friedrichsmeyer, Sara, Sara Lennox, and Susanne Zantop, eds., The Imperialist Imagination:
German Colonialism and Its Legacy. Ann Arbor: University of Michigan Press, 1998.
Headrick, Rita, “African Soldiers in World War II.” Armed Forces and Society 4 (1978): 502-
526.
Horne, Alistair. To Lose a Battle: France, 1940. London: Macmillan, 1969.
Jackson, Julian. The Fall of France: The Nazi Invasion of 1940. New York: Oxford
University Press, 2003.
Kesting, Robert. “Blacks Under the Swastika: A Research Note.” Journal of Negro History 83
(1998): 84-99.
_________________. Forgotten Victims: Blacks in the Holocaust.” Journal of Negro
History 77 (1992): 30-36.
Lusane, Clarence. Hitler’s Black Victims: The Historical Experiences of Afro-Germans, European
Blacks, Africans, and African Americans in the Nazi Era. New York: Routledge, 2002.
Marks, Sally. “Black Watch on the Rhine: A Study in Propaganda, Prejudice and
Purience.” European Studies Review 13 (1983): 297-334.
May, Earnest. Strange Victory: Hitler’s Conquest of France. New York: Hill and Wang, 2000.
Moore, Bob and Kent Fedorowich. Prisoners of War and their Captors in World War II. Oxford:
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Berg, 1996.
Proctor, Robert. Racial Hygiene: Medicine Under the Nazis. Cambridge, MA: Harvard
University Press, 1988.
Rolf, David. Prisoners of the Reich: Germany’s Captives 1939-1945. London: Cooper, 1988.
Scheck, Raffael. “’They are Just Savages’: German Massacres of Black Soldiers from the
French Army in 1940.” Journal of Modern History 77 (2005): 325-344.
Schmokel, Wolfe. Dream of Empire: German Colonialism 1919-1945. New Haven: Yale
University Press, 1964.
The Gypsies (Roma and Sinti):
Adler, Marta. My Life with the Gypsies. London: Souvenir, 1960.
Alt, Betty and Silvia Folts. Weeping Violins: The Gypsy Tragedy in Europe. Kirksville: Thomas
Jefferson University Press, 1996.
Bartov, Omer. The Eastern Front, 1941-45: German Troops and the Barbarization of Warfare. London:
Macmillan, 1995.
Bauer, Yehuda. “Gypsies.” In: Yisrael Gutman and Michael Berenbaum eds., Anatomy of the
Auschwitz Death Camp. Bloomington: Indiana University Press, 1994, 441-53.
_______________. “Jews, Gypsies and Slavs: Policies in the Third Reich.” UNESCO Yearbook on
Peace and Conflict Studies. Westport: Greenwood Press, 1985, 73-100.
Berenbaum, Michael, ed., A Mosaic of Victims: Non-Jews Persecuted and Murdered by the
Nazis. New York: New York University Press, 1990.
Crowe, David, and John Kolsti, eds. The Gypsies of Eastern Europe. New York: Sharpe, 1991.
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Fonseca, Isabel. Bury Me Standing: The Gypsies and Their Journey. New York: Knopf, 1995.
Fraser, Angus. The Gypsies. London: Blackwell, 1992.
Hancock, Ian. The Pariah Syndrome: An Account of Gypsy Slavery and Persecution. Ann Arbor:
Karoma, 1987.
Huttenbach, Henry. “The Romani Porajmos: The Nazi Genocide of Europe’s Gypsies.”
Nationalities Papers 19 (1991): 373-96.
Kenrick, Donald. Gypsies Under the Swastika. Hatfield: Hertfordshire Press, 1995.
Klamper, Elisabeth. “Persecution and Annihilation of Roma and Sinti in Austria, 1938-1945.”
Journal of the Gypsy Lore Society 2 (August 1993): 55-65.
Kochanowski, Vanya. Some Notes on the Gypsies of Latvia by one of the Survivors.” Journal
of the Gypsy Lore Society. 25 (1946): 112-116.
Lutz, Brenda Davis, and James Lutz. “Gypsies as Victims of the Holocaust.” Holocaust and
Genocide Studies 9 (1995): 346-59.
Milton, Sybil. “Nazi Policies Toward Roma and Sinti, 1933-1945.” Journal of the Gypsy
Lore Society. 2/1:1992 (pp. 1-18). [E-RESERVE]
Noakes, Jeremy. “Social Outcasts in the Third Reich.” In: Richard Bessel, ed., Life in the Third
Reich. Oxford: Oxford University Press, 1987, 83-96.
Okely, Judith. The Traveller-Gypsies. Cambridge: Cambridge University Press, 1983.
Strom, Yale. Uncertain Roads: Searching for the Gypsies. New York: Four Winds, 1993.
Tyrnauer, Gabrielle. “Scholars, Gypsies and the Holocaust.” In: Joanne Grumet, ed., Papers
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from the Sixth and Seventh Annual Meetings, Gypsy Lore Society, North American Chapter. New York: Gypsy Lore Society, 1986, 157-64.
Learning Objectives
A sound knowledge and understanding of the centrality of race and modern racial theories and “race science” in the ideology and policies of Hitler’s Nazi state.
An understanding of the broader implications of that ideology and those policies in that they were not restricted to Jews and to Germany alone, but rather represented a much broader view of the world that included many groups categorized as the “other,” and that were shared by other states and societies in Europe and North America.
An ability to do historical research based on primary (mainly state and party documents, in English translation) and secondary sources that deal directly with the content of the course.
An ability to apply the experiences of another society and culture, in a different time and place, to contemporary society and culture in the United States and abroad.
Provide a mechanism to help students use the past to become informed critical thinkers in the world in which they live today.
Policies and Procedures
1. Papers and Posters Due: Papers and posters are due on the dates assigned in this syllabus. Students should not assume they can take an extension without asking the instructor first.
2. Cell Phones: The use of cell phones during class is prohibited. For extenuating circumstances, please discuss your situation with me ahead of time.
3. Athletic-Academic Conflicts: You are responsible for documenting in writing any conflicts between your planned athletic schedule and the class schedule by the end of the second week of classes. We can then discuss in my office
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potential conflicts between course requirements and intercollegiate competitions. You should recognize the primary importance of your academic responsibility.
4. Religious Holidays: Students who must miss class or class work for the purpose of religious observance must clear this with the instructor ahead of time. Students are required to make up work that is missed.
5. Special Needs: In cases of special needs due to personal circumstances, emergencies, disability, illness, etc.), students must let the instructor know as soon as possible. (See Student Handbook for details).
6. Academic Integrity: Academic dishonesty, especially plagiarism (submitting material as one’s own work that is someone else's) and cheating (getting unauthorized help on an exam or assignment), cannot be tolerated in learning communities. Some may not understand that plagiarism involves more than copying an entire paper from another source. Plagiarism also occurs when phrases and sentences are copied without acknowledgment. Of course, you will be using a few words or concepts in your writing(s) that come from the assigned reading. That is legitimate. What is not legitimate is copying phrases and sentences from the assigned reading or other sources and using them as if they represented your own writing. A rough rule of thumb is that plagiarism occurs if the writing in question could not have been constructed without copying directly (however sporadically) from the assigned reading. In any case, you are responsible for knowing and following all University policies regarding Academic Honesty. UVM's Code of Academic Integrity can be found at: http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdfOffenses against academic honesty will be handled in accordance with applicable University policies. Sanctions for major offenses include dismissal from the University.
7. Class room behavior and etiquette: The following guidelines must be adhered to: a. Faculty and students will attend all regularly scheduled
classes, except for those occasions warranting an excused absence under the University Attendance Policy.
b. Students and faculty will arrive prepared for class and on time, and they will remain in class until the class is dismissed.
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c. During class, students may not leave class unless it is absolutely necessary.
d. Faculty and students will treat all members of the learning community with respect. Toward this end, they will promote academic discourse and the free exchange of ideas by listening with civil attention to comments made by all individuals.
e. Students and faculty will maintain an appropriate academic climate by refraining from all actions that disrupt the learning environment.
