Governors State University College of Arts and Sciences
Division of Humanities and Social Sciences
THE SECOND WORLD WAR
IN FILM, LITERATURE, MUSIC, TELEVISION, AND TEXT
Index Numbers: HIST 4101 (Topics in Global History)/HIST 4250 (Topics in U.S. History)
Fall, 2013; 3 Credits
Thursdays, 4:30-7:20, Room E2510
Professor David Hamilton Golland, Office E2543
Office Hours Tuesdays, Wednesdays, and Fridays, 10:30-12:00
Online Course Guide
These course numbers are used for courses dedicated to in-depth study of specific topics in Global history (HIST 4101) and United States history (HIST 4250). Students may take these courses multiple times for credit when a different topic is featured. Topics are indicated in the subtitle of the course name and will be announced in advance.
Restriction: Sophomore status or higher.
Rationale: The second world war was critical in determining the course of the twentieth century in world and American history. A strong knowledge of the events and perspectives related to the war, how it was fought, and life on the "homefront" will increase students' understanding of the world and nation into which they were born and in which they now live. Using a variety of primary and secondary sources, including contemporary and historical film, television, music, literature, text, and other media, students will gain a deeper understanding of how historians of the second world war help us understand what we know about this crucial time.
Intended Audience: This course is an elective and is open to all interested students within the confines of the restriction listed above.
Course Modality: Lecture/Discussion
Expected Student Outcomes: (Top)
Upon successful completion of this course, students will be able to:
Identify and explain the chronology/timeline of the second world war and explain the contingency of major events
Analyze the different perspectives on the second world war, including those of the nations involved, methods of fighting, location (i.e. homefront/battlefront, continent, etc.), race, and gender.
Explain how different primary sources, including various media, are used by historians
Analyze primary and secondary historical sources on the second world war
Required Books and Films (Top)
Mark Mazower, Dark Continent: Europe's Twentieth Century (NY: Vintage, 1998)
Gerhard Weinberg, A World at Arms: A Global History of World War II (NY: Cambridge, 1994)
Hondon B. Hargrove, Buffalo Soldiers in Italy: Black Americans in World War II (Jefferson, NC: McFarland & Co., 1985)
The links are for Amazon.Com. These books are also available at the GSU bookstore.
The dates and directors' names are provided to ensure that you view the correct version.
|Title ||Netflix ||Amazon|
|Foyle's War (TV), Created by Anthony Horowitz ||Instant ||Instant|
|Stalingrad (1993 version), Dir. Joseph Vilsmaier ||DVD ||DVD|
|The Eye of Vichy, Dir. Claude Chabrol ||DVD ||DVD |
|South Pacific (1958 version), Dir. Joshua Logan ||DVD ||Instant|
|Das Boot Director's Cut (1981), Dir. Wolfgang Peterson ||DVD ||Instant|
|Schindler's List, Dir. Stephen Spielberg ||DVD ||Instant|
|A Soldier's Story, Dir. Norman Jewison ||DVD ||Instant|
|A Woman in Berlin, Dir. Max Farberbock ||Instant ||Instant|
|Judgement at Nuremberg, Dir. Stanley Kramer ||DVD ||DVD|
For the films which cannot be viewed via instant, please rent or purchase your copy in advance of the due date (see below).
Course Components: (Top)
There are six components to this course:
|Plagiarism Quiz ||5%|
|Library Activity ||20%|
|Class Presentation ||15%|
|Holocaust Museum Report ||15%|
|Annotated Bibliography ||20%|
Explanation of Course Components: (Top)
Participation. Participation consists of two parts: class participation and homework participation. Students' ability to participate fully will be contingent on completion of the scheduled homework assignments. Attendance will not be taken.
Class participation: Each student is expected to actively and meaningfully engage in discussion and activities during every class session.
Homework participation: Each Wednesnday by 12:30 PM (i.e. 24 hours before class), each student must write two questions based on the homework assignment for that week (identified on the chart below in YELLOW). The questions should be the starting point for discussion, and should not be about the text or film per se but should be stimulated by the assignment--a genuine quest for further knowledge inspired by the homework. Questions should be posted on DiscussionBoard, which is on your BlackBoard site for this course. Click HERE for more information about accessing BlackBoard.
Please note that at 25%, successful participation is the single most important component of this course.
Plagiarism Quiz. This brief quiz will be based on "Avoiding Plagiarism," which can be found below. Students must take the quiz at the University of Indiana School of Education Plagiarism Test Site. Successful completion of the test will result in a certificate, which you must print, complete, sign, and leave in my faculty mailbox (in the CAS office) by 12:30 on September 25 (or hand it to me earlier). Note: No assignments will be accepted from students who have not successfully completed the plagiarism quiz.
Library Activity. This is the equivalent of a midterm exam. It is due on Wednesday, October 16, at 12:30 PM. There are two sections to this assignment.
Part One is about the historians whose work we are reading for this course. Write a minimum of 100 words each on the importance of each historian's work to the scholarship on World War II. These historians are Mark Mazower, Gerhard L. Weinberg, and Hondon Hargrove. You should not limit your discussion to the book we are reading by that historian but should move beyond to discuss the historian's overall importance to the field of history. For a sample component of Part One of the library activity, click HERE (requires Adobe Acrobat reader).
Part Two is about individuals in the second world war. Select three real-life individuals who experienced the second world war and whose stories you have come across during your studies in this class. Answer the following questions in a single essay of 300 words:
1. Which individuals did you choose, where did you find out about them, and why did you choose them?
2. What new insights did each of these stories give you on life during the second world war?
Unlike in Part One, you should not separate your response into three individual stories. You should answer these questions for all the individuals together in a single 300-word essay.
Class Presentation. This will be completed by each student on a different class date. Students should sign up for a presentation date with Professor Golland by September 26. For your presentation, you must analyze one particular event or group of people in the second world war. You must then prepare a 15-20 minute class presentation on your event or group. This presentation can consist of a lecture, interactive work with your fellow students, and/or PowerPoint. Within two weeks of the class presentation, you must submit a 3-5 page report on the entire experience (including the presentation).
The Holocaust Museum Report comprises the first component of the final exam. it is due Wednesday, December 4, at 4:30 (i.e. 24 hours before the last class). Students will submit a 2-3 page report on the field trip to the Holocaust museum, scheduled for November 7. Answer the following questions, in narrative form: What did you learn from the trip to the Holocaust museum? What did you find most schocking about the Holocaust, as depicted by the museum displays? Based on your knowledge of the Holocaust, what was missing from the museum? And what were your overall impressions of the museum?
Important: Please arrange to devote the entire afternoon to this field trip. You may need to miss other classes that day; please inform your other professors well in advance so that they and I can work out any scheduling difficulties.
The Annotated bibliography comprises the second component of the final exam. It is due Thursday, December 6, at 7:20 PM (i.e. 24 hours after the last class). The annotated bibliography must include a paragraph on each of the course's assigments (written, musical, visual, etc.), including those assigned in homework as well as those experienced in the classroom. Each paragraph must begin with standard bibliographical information (author or editor's name, title, location of publication, publisher name, year published, and number of pages) as well as a brief synopsis of the item. In other words, write a citation and a brief explanation for each book, film, TV program, musical piece, etc.
For sample entries from an annotated bibliography, click HERE (requires Adobe Acrobat reader).
Please note: failure to submit both the annotated bibliography and the book review by their respective deadlines will be the equivalent of being absent from the final exam, and will result in a grade of "Incomplete" for the class if the student would otherwise pass the course, and a grade of "F" if the student otherwise would not pass the course.
Extra Credit: There will be two opportunities for extra credit in this class, each worth a potential 5 additional points towards your final grade.
Gender and Sexuality in the Second World War.
Chicago Live! at the Center for Performing Arts.
More information on these opportunities will be given in class.
The mathematical scores will strictly translate into letter grades as follows:
A: Greater than or equal to 90
B: Greater than or equal to 80 and less than 90
C: Greater than or equal to 70 and less than 80
D: Greater than or equal to 60 and less than 70
F: Less than 60
Note: all students will receive the exact grade they have earned, and grades will NOT be rounded up. For example, a student with a mathematical score of 89.999 will receive a B; a student with a mathematical score of 59.999 will receive an F. Students in danger of receiving an F are advised to withdraw from the course prior to the withdrawal deadline.
Schedule of Assignments: (Top)
|Week ||Date ||Read ||Watch/Listen ||In-Class Topic |
|I ||August 29 || || ||Introduction; Watch and discuss Casablanca |
|II ||September 5 ||Mazower, Chs. 1-2 ||Bertolt Brecht, Die Moritat Von Mackie Messer ||The Fall of DemocracySpeeches from Hitler's Germany: #29, 1934-09-09F.D.R., Speech at Madison Square Garden |
|III ||September 12 ||Weinberg, pp. 1-64 ||Warsaw Concerto ||Appeasement; Poland |
|IV ||September 19 ||Weinberg, pp. 64-95, 107-161Mazower, Chapter 5 ||Foyle's War, Set 2, episode 1, "Fifty Ships" |
|France; Dunkirk; Battle of Britain |
|V ||September 26 ||Weinberg, pp. 161-170, 187-205, 238-299 ||The Eye of Vichy ||1941: Russia and the United States |
|VI ||October 3 ||Weinberg, pp. 348-363, 420-464, 593-601 |
Windows on War
Hymn of USSR
|The Mediterranean and Eastern Front |
WWII News and Related: #12, 1943-03-21
|VII ||October 10 ||Weinberg, pp. 310-348, 471-535 ||South Pacific (1958) ||The Pacific War; The Home Front |
Pat Benatar, "Shadows of the Night"
|VIII ||October 17 || || ||Watch and discuss Saving Private Ryan |
|IX ||October 24 ||Weinberg, pp. 676-695, 703-721, 765-776, 798-826 |
"On Victory Day, Rabbi Honors Red Army’s Jewish Veterans"
Nicholas Oresko, 96, a Hero of the Battle of the Bulge, Dies
|Das Boot ||From D-Day-to VE-Day |
Gender and Sexuality presentations
|X ||October 31 ||Mazower, Chapter 3 |
Erich Priebke, Nazi Who Carried Out Massacre of 335 Italians, Dies at 100
|Schindler's List ||The Holocaust |
|XI ||November 7 || || ||Field Trip to the Illinois Holocaust Museum and Education Center |
More information TBA.
|XII ||November 14 ||Hargrove, ALL. ||A Soldier's Story ||African Americans in World War II |
|XIII ||November 21 ||Weinberg, pp. 826-871, 878-893 ||A Woman in Berlin ||The End of the War |
Guest Speaker: Ms. Inge Marra
|XIV ||November 28 || || ||Thanksgiving; No class today |
|XV ||December 5 ||Mazower, Chapter 7 ||Judgement at Nuremburg ||The Nurmberg Trials; Mandate Palestine |
Watch and discuss The Promise, episode 1
Other Important Dates: (Top)
|September 25||Plagiarism quiz certificate due 12:30 today.|
|September 26||Class Presentation reservation deadline.|
|October 16||Library Activity Due 12:30 today.|
|November 7||Field Trip to the Illnois Holocaust Museum.|
|December 4||Holocaust Museum Report due 4:30 today.|
|December 6||Annotated bibliography due 7:20 today.|
Avoiding Plagiarism by Good Paraphrasing, Quoting and Documentation (Top)
From Prof. Timothy C. Gsell
Give credit to your sources, because they deserve it. Many students inadvertently plagiarize the intellectual work of others, and run the risk of receiving an F. It is easy to plagiarize, especially with all the information on the web! Simply fail to give credit where credit is due, and you are a plagiarist. That is all there is to it. But how can one know when credit is due, you ask? Read this carefully:
Document your source if you paraphrase or quote. Failure to do so is an act of plagiarism, even if it is innocent. It is easy to plagiarize even though one does not intend to steal another?s work. Therefore, it is very important to understand the essentials of paraphrasing and quoting discussed below.
If in doubt, consult a handbook on good writing or contact me. I strongly recommend this if your are not sure about documenting written material. The following quotes are from the Prentice-Hall Handbook for Writers, 10th edition. Chapter 45 (The Research Paper). But there are other good handbooks with similar words of wisdom:
A paraphrase is a restatement of the source material in your own words, syntax, and style but preserving the tone of the original?. and of approximately the same length (not as summary). A paraphrase uses the original author?s idea and presents it in your own language. Since in paraphrasing you borrowing someone?s thoughts, you must document the source when you use the paraphrase in your paper (page 470).
A direct quotation records exactly the words of the original source (as well as the exact punctuation and even any spelling errors). Like summaries and paraphrases, direct quotations require citations in your paper crediting the source from which you copied them. In general, use direct quotations only for particularly telling phrases or for information that must be rendered exactly as you found it (page 470).
Plagiarism consists of passing off ideas, opinions, conclusions, facts, words (intellectual property) of another as your own. Plagiarism is dishonest and carries penalties not only in academic environments but in all professions, as well as copyright law (page 470).
Long word-for-word quotations are rarely appropriate to a paper or particularly to a lab report. Use of all or most of a single sentence or an apt figure of speech without acknowledgment from another source is also dishonest and considered plagiarism (page 470).
Even if you acknowledge the source in a citation, you are still plagiarizing when you incorporate in your work faultily paraphrased or summarized material from another author in which you follow almost exactly the original?s sentence patterns and phrasing. Paraphrasing and summarizing require that you fully digest an author?s ideas and interpretations and restate them in your own words. It is not enough simply to modify the original author?s sentences slightly, to change a word here and there (page 472).
A research report or paper loaded with quotations or consisting of long quotations stitched loosely together with brief comments will almost always be an unsatisfactory paper (page 474).
Make use of paraphrases and summaries instead of quotations in most cases where sources are cited. Frequently, the point can be made better in your own words, with proper citations, than in the words of the original (page 474)
Take the plagiarism quiz now!
Wikipedia Research Policy, by Prof. Alan Liu (Top)
Click HERE for the article.
Writing Center (Top)
In that writing assignments are weighted heavily in this class, students are encouraged, but not required to attend the Writing Center for assistance in completing the writing assignments. In- depth individual assistance with research papers or any other writing for classes is available through the Writing Center. For one-on-one help, please call 708.534.4508 to make an appointment. On-site tutoring is available by appointment only. The Writing Center desk in the Library offers students the opportunity to ask questions dealing with the research assignments. Click on www.govst.edu/owl to find writing help at home. You may submit a copy of your paper for revision suggestions, obtain information about virtual appointments, and find sources for help with research writing as well as sources for general writing help, including grammar resources.
Counseling Center (Top)
The Counseling Center of the Academic Resource Center at Governors State University (GSU) has a staff of experienced professionals who provide a variety of counseling services for GSU undergraduate and graduate students. The counselors support and adhere to the professional, ethical, and legal standards as described by the American Psychological Association, as well as other professional organizations. Our mission is to contribute to the overall quality of campus life for students, and to support the academic endeavors of our students. The Counseling Center is located in the Academic Resource Center, B1215. Office hours are Monday-Thursday 8:30 a.m.-7 p.m. and Fridays 8:30 a.m.-5 p.m. For personal counseling, contact Katherine Helm, 708.235.7334. For academic counseling, call 708.534.4508.
Services for Students with Disabilities: (Top)
As a part of its commitment to providing all students equal access to university programs and facilities, GSU complies with the American with Disabilities Act and Section 504 of the Rehabilitation Act. If you have specific physical, psychiatric, or learning disabilities and require accommodations, please notify the Director of Access Services for Students with Disabilities (ASSD) during the first week of the term so that your needs may be appropriately met. To provide documentation and register, contact the ASSD Director in person in Room B1215; or send an email to email@example.com; or call 708/235-3968. If you already are registered, please privately contact the ASSD Director to discuss your specific accommodations.
Contact Information: (Top)
Professor David Hamilton Golland
Division of Humanities and Social Sciences, College of Arts and Sciences
Governors State University
Office Location: E2543
The New York Times Online
Professor Golland's Website
Photo Credit: Blogspot.Com
Disclaimer: None of the above shall be construed to supercede GSU policy or local, state, or federal laws. Any instructions or information on this website found to be in violation of said policies or laws can and should be ignored.
Last Updated 10 December 2013 (DHG)