History of the Holocaust - AMH5002

Assessment 1: Other

Presentation/chairing of a workshop session (inverted classroom, on-going assessment throughout the term), equiv. to 1,000 words.

Other

Assessment 1: Written Assignment

Written assignment on the Historiography of the Holocaust.

Written Assignment

Assessment 2: Written Assignment

Written assignment, primary document analysis.

This module examines the history, memory and historiographical controversies surrounding the Holocaust. A broad range of primary and secondary sources will be used to develop a critical understanding of the events and historical processes (such as antisemitism prior to the take-over of power in Germany by the Nazis) that led to the Holocaust, its execution, and its aftermath.

School of Arts and Humanities

Bartov, Omer. (2003). Germany’s War and the Holocaust: Disputed Histories. Ithaca, N.Y.: Cornell University Press.
Chickering, Roger. (1984). We Men Who Feel Most German: a Cultural Study of the Pan-German League, 1886-1914. Boston, Mass.: Allen &amp; Unwin.
Liulevicius, V. G. (2009). The German Myth of the East: 1800 to the present. Oxford: Oxford University Press.
Olusoga, D., &amp; Erichsen, C. W. (2011). The Kaiser's Holocaust: Germany's forgotten genocide. London: Faber.
Schabas, W. (2009). Genocide in international law: The crime of crimes (2nd ed.). Cambridge, UK; New York: Cambridge University Press.
Turda, M., &amp; Weindling, P. (2006). Blood and homeland: Eugenics and racial nationalism in Central and Southeast Europe, 1900-1940. New York: Central European University Press.
Zeitlin, I. M. (2012). Jews: The making of a diaspora people. Cambridge: Polity.

History

AMH5002 - History of the Holocaust

History of the Holocaust

be able to offer an independent perspective on historical debates over issues such as consent or coercion, totalitarianism, or genocide.

be able to demonstrate a wide range of historical knowledge in depth concerning the Holocaust, its impact and consequences.

be able to evaluate and interpret significant bodies of primary material such as policy documents, speeches, letters, films, photos, quantitative data and qualitative sources such as testimonies, diaries and memoirs.

be able to work flexibly and imaginatively when faced with a variety of challenging tasks.

be able to demonstrate an appropriate use of information and digital literacy.

be able to initiate and plan a complex project, including interpreting a significant body of data.

be able to communicate clearly and concisely in a variety of ways with appropriate accurate referencing.