CSP 300 Syllabus 1
Tracy Lai Nada Oakley
Office: BE 4132 Office: 4106B
Office Phone: 587-6958 Office Phone: 587-2928
Office Hours: 1:30-2:30 TWTh Office Hours: 1:30-2:30 MTWTh
Email: Email:
Holocaust: Memory and Meaning
CSP 300
10 a.m to 1:15 p.m. Monday-Thursday
Texts:
Night by Elie Wiesel
Survival in Auschwitz by Primo Levi
Auschwitz and After by Charlotte Delbo
Shared Sorrows: A Gypsy Family Remembers the Holocaust by Toby Sonneman
War & Genocide by Doris L. Bergen
Writing Research Papers: A Complete Guide (12th edition) by James Lester and James Lester Jr.
A packet of readings available at the third floor copy center
Course Description:
The Holocaust looms large in history and in the collective human psyche. Its shadow, however, does not only fall backward through time, but also shades the future of humanity. An event as monolithic as the Holocaust produces myriad responses, explanations, and interpretations. It has been ignored, denied, hushed, discussed, subverted, and memorialized. The enormity of this event may be too great for full comprehension, but grasping some of its import is a vital step down the road of understanding. The implications of the Holocaust surround the human experience everyday as old hatreds fuel current genocides.
CSP 300 Holocaust: Memory and Meaning offers students the opportunity to investigate the intersections of religion, history, and prejudices that made the systematic murder of millions of people a possible and acceptable event for an entire nation that considered itself above reproach, and elicited quiet complicity from many other countries. Through immersion in survivor accounts, both written and oral, students in CSP 300 will hear voices not stilled by time or horror, guilt or grief. Some victims did survive, and they will tell their stories.
By discussing how people remember and preserve events, we will learn about the recording of history. The eyewitnesses of the Holocaust are now entering the last stages of their lives. What will happen to this history when all of the people who lived it are gone? It will change. In CSP 300, students have the rare chance to connect with living history, to hear it first-hand, to explore the pathways of memory.
Course Offerings:
Students in this coordinated studies course may choose thirteen credits from the following course options:
· English 102 Composition—Five Credits
· Humanities 105 Intercultural Communication—Five Credits
· History 269 History of the Holocaust—Five Credits
· English 235 Literature of the Holocaust—Five Credits
· History 298 Directed Reading—Three Credits
· English 298 Directed Reading—Three Credits
Course Outcomes:
English 102
Students enrolled in English 102 will:
· Enhance their critical reading, thinking, and writing skills through a series of assignments and analyses
· Develop argumentation skills including a grasp of logic structures and fallacies
· Learn and use numerous research tools to develop information literacy skills and obtain materials
· Understand and follow research process
· Master MLA format
· Produce a complete academic research paper with all possible components
Humanities 105
Students enrolled in Humanities 105 will:
· Differentiate intercultural perspectives, dynamics and issues as related to the Holocaust and international responses
· Strengthen intercultural communication skills to respectfully listen and discuss personal and national reactions to the Holocaust
· Apply intercultural understanding through collaborations in seminar and group projects
History 269
Students enrolled in History 269 will:
· Expand their historical knowledge of the background of the Holocaust, the event itself, and its aftermath
· Build their research skills through identifying bias and perspective
· Learn how history informs understanding through adopting historical and analytical approaches
English 235
Students enrolled in English 235 will:
· Understand a variety of literary concepts and terminology
· Develop strong information literacy skills
· Use a variety of research tools effectively to research Holocaust literatures
· Comparatively analyze accounts of Auschwitz and other camps
· Write essays of literary analysis through a series of discussions focusing on critical reading and thinking skills
English 298 and History 298
Students enrolled in these Special Problems courses will:
· Expand their knowledge of the literature of the Holocaust or the history of the Holocaust respectively through additional assigned readings and attendance at the presentations by Holocaust survivors
· Discuss their readings and responses to the speakers critically
· Write an essay of analysis on the additional readings and the speakers from either an historical or a literary perspective as appropriate to the course in which they have enrolled
Types of Assignments:
- This Coordinated Studies course has numerous reading assignments including texts, survivor accounts, and essays from the reading packet.
- Students will actively discuss the material in both large group and seminar settings.
- Students will write both researched essays and personal response papers for this course.
- Each student will participate in and present a group synthesis project to the class.
- Students will present their research writing projects to the class.
- Students will demonstrate their knowledge of the material in two unit examinations.
- Attend and write about the presentations made at the Resistance Symposium in May.
Grading Policy:
All assignments for the courses are given a point value and the final grade is determined by adding up the student's total points and converting that number to a percentage of the total possible. The percentages are then assigned grade point values. In general, students must achieve a minimum of 90% to earn the lowest "A" which is a 3.5, for example. A total of 80% is needed for a 2.5 (the lowest B" ); 70% for the lowest "C"; and 62% to earn the lowest "D".
Additionally, points will be awarded for class participation according to the following scale:
Excellent participation--20 points
Good participation--15 points
Average participation--10 points
A student’s level of participation will be determined by evaluating that student's preparation for class (readings done, ready to discuss), on-time completion of assignments, active participation in seminars and other small group activities and thoughtful contributions to class discussions.
Class Policies:
1. Late papers will not be accepted nor will electronic submissions of papers. All out-of-class work must be keyboarded.
2. There will be no make-up tests given for the unit esams without evidence of a real emergency which prevented the student from taking the test.
3. Grades of "Incomplete" are awarded only for students who have successfully finished the majority of the work for the course but are prevented by serious circumstances from finishing no more than one major assignment. Unless true emergency circumstances beyond the student’s control exist, the final grade on work done to satisfy an “Incomplete” will receive a 10-point deduction.
4. Any student who plagiarizes an assignment (takes the words or ideas of another person without giving proper credit) will receive a failing grade for that assignment.
5. Each student is responsible for following through with the required paperwork if he or she elects to drop this course. Simply stopping attendance is not an official withdrawal. Students who just stop coming to the class without officially dropping will receive a failing grade for the course. The last day to withdraw this quarter is May 18, 2007.
Statement of Teaching Philosophy and Methodology:
A direct and accurate statement of our teaching philosophy is contained in the word “excellence”. We hold high standards for ourselves and our students because. High expectations, coupled with hard work from our students in learning the material and from us in supporting their learning process, form the cornerstone of our teaching philosophy. We do not misrepresent students’ progress to them, but we do work constantly to help each individual to succeed. We believe, as a core value, in the importance of diversity in the classroom. We work to manifest this commitment to diversity in every reading selection that we assign, in every presentation that we make of material, and in every encouragement thatweI give our students to participate.
Our methodology in the classroom is varied. We incorporate every approach that is at all feasible to reach each student’s learning style during any given course. We lecture when appropriate; we do lots of small group work; we have many hands-on activities; we utilize the computer lab especially in teaching composition; we show videos; we play recordings; we use peer editing. Most importantly, however, we hold conferences individually with our students many times during the quarter. We invite and encourage student contact through office hour appointments and in class as additional methods to promote student success.
Learning Communities:
A Coordinated Studies course provides an opportunity to create a true community of learners. Each person in the class brings individual ideas, experiences, backgrounds and cultures to the course. This diversity enriches the learning environment so that we can have a class where ideas are be freely exchanged in a non-judgemental atmosphere of mutual respect. As your instructors in our class, we are committed to this kind of community. We will give you our best and we ask that you strive with us to form a supportive group of active learners.
Special Note:
Any student who needs course adaptations or accommodations because of a disability, or who has emergency medical information to share with the instructor, or who needs special arrangements in case the building must be evacuated, please make an appointment to see the instructors as soon as possible. Office location and hours are listed at the beginning of the syllabus.
Nada’s contact policy:
I strongly advise that students who wish to talk with me during office hours or at other times to make an appointment a few days prior to the desired meeting. I will make every effort to accommodate all students but, because of the demand for my time, “drop-ins” will usually find that the time is taken by other students. Telephone messages are always welcome, but students must have a phone that accepts blocked calls to receive return calls from me. Telephone conferences can also be arranged. I check e-mail messages during the early evening Monday through Thursday. I do not routinely check messages on the weekends, but special arrangements are possible.
Tracy’s contact policy:
My office hours are TWTH 1:30-2:30. Please confirm when you plan to meet with me. It’s also possible to meet 8:30-9:00a.m. In addition to mid-quarter and end of quarter conferences, I hope to able to work closely with each of you in a consistent way. Emails are welcome.
Assignment Schedule
Week 1—April 2-5
Monday—Welcome and Introduction to CSP 300; overview of course offerings; class introductions; some background on Judiasm
Assignment—Read “36 Most Asked Questions” from your packet; p. 11-31 in Writing Research Papers
Tuesday—View Heritage: Civilization and the Jews; discussion of the “36 Questions”; formulating a suitable research topic; list of some suggested areas for investigation distributed
Assignment—Begin reading Night for Thursday; read p. 1-51 in War & Genocide
Wednesday—Lecture on the roots of conflict and the rise of Nazism; discussion of the reading from War & Genocide
Assignment—Read “Thinking about the Six Million” from the reading packet; finish Night; read p. 33-53 in WRP; write two discussion questions on Night
Thursday—Discussion of gathering sources and using electronic research tools; discussion of narrative citation with handout; short essay introduction; lecture on autobiography and narrative; overview of Night; discussion of “Thinking about the Six Million”; discussion questions due
Assignment—Read p. 53-101 in War & Genocide; read pages 55-76 in WRP
Week 2—April 9-12
Monday—Lecture on social and political conditions in Germany prior to the war; book seminar on Night
Tuesday—Finish any remaining discussion of Night; discussion of library research and introduction to logic patterns; prepare for presentation by Magda Schaloum on Wednesday
Wednesday—Attend Mrs. Schaloum’s presentation in BE1110; class reconvenes in 4151 to view first two sections of Nazis: A Warning from History
Assignment—Write response to Mrs. Schaloum’s presentation
Thursday—Library orientation; view next two sections of Nazis film; research proposals due; responses to Mrs. Schloum’s presentation due; discuss weekend Shoah program
Assignment—Read p. 102-126 in WRP; p.101-131 in War & Genocide; work on short paper on Night
Week 3—April 16-19
Monday—Discussion of evaluation of sources, primary and secondary sources, and preliminary outlines; discussion of reading from War & Genocide; Night essay due
Assignment—Read excerpts from Sobibor: The Forgotten
Revolt from reading packet; read p. 88-101 in WRP; read 131-203 in War & Genocide for Wednesday
Tuesday—Discussion of notetaking, paraphrasing, summarizing and plagiarism; in-class paraphrasing practice; discuss Sobibor readings
Assignment—Read “This Way for the Gas” and “Torture” from the reading packet
Wednesday—Discussion of “Experiments in Brutality” section from War & Genocide; discuss packet readings; view next two sections from Nazis
Assignment—Begin reading Survival in Auschwitz
Thursday—Continue discussion of Nazi experiments; lecture on the evolution of “The Final Solution” and the founding of Auschwitz; view more of Nazis film; prepare for Thomas Blatt’ presentation on Monday; paraphrasing exercise due
Assignment—Finish reading Levi’s book over the weekend; write discussion questions;
Week 4—April 23-26
Monday—Class will attend a presentation by Thomas Blatt in BE1110; questions for Survival in Auschwitz due ; class re-convenes in 4151 to de-brief Blatt presentation
Assignment—Write response paper to Blatt’s presentation
Tuesday—Seminar on Survival in Auschwitz; take-home essay questions distributed for exam; introduction of the Countermemorial Project; begin viewing Auschwitz: Inside the Nazi State
Assignment—Read p. 127-143 in WRP; work on new papraphrasing exercise
Wednesday—Finish remaining discussion of Levi’s book; introduction to formal outlines; in-class outlining exercise; study questions distributed; continue viewing Auschwitz: Inside the Nazi State; Blatt response paper due
Thursday—Computer lab time to work on building template; paraphrasing exercise due; review for exam; sign up for conference time slot
Assignment—Work on take-home essay questions for exam and study for exam
Week 5—April 30-May 3
Monday—In-class portion of exam; take-home essay questions due; visitor from Washington State Holocaust Education Resource Center during last hour of class