Course Syllabus
Syllabus for download, check here.
HITO 133: World War II/War and Society
Summer 2024
Remote
Course Information
Course Description
World War II remains the most destructive conflict in modern history. It involved all the major industrial countries, wrought unparalleled destruction, and targeted civilians to an unprecedented extent. The course will pay some attention to the major military and diplomatic choices of the main actors of the Atlantic dimension of the war (that is in Europe and in North America). But its main emphasis will be on the war's impact on the societies and on the individuals who fought or had to endure it. How did societies try to mobilize social, economic, and ideological resources for the purpose of destruction? How did the war transform the belligerent societies? What were the motivations and experiences of ordinary soldiers on the battlefields? How were non-combatants, including women and children, affected by the war? The course, moreover, will also discuss "other" wars that were part of this enormous conflict, such as the civil wars between collaborators and resistance movements in Nazi-occupied Europe or the Nazi war against the European Jews. The course will pay particular attention to the “moral dimension” of World War II that manifested itself in daunting choices that individuals and collectives had to face: what was the appropriate relationship between means and ends? How did one choose between collaboration and resistance? How and why did one become a perpetrator? Finally, the course will examine issues of justice and memory in the war’s aftermath as well as its long-term consequences.
Course Credit
4 units
Instructor
Professor Frank Biess
https://history.ucsd.edu/people/faculty/biess.html
Office Hours
Friday 12-1 pm on Zoom.
Overall Course Expectations
What I expect of you |
What you can expect of me |
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Be informed. Read this syllabus carefully and completely so you understand the course structure and expectations.
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Enthusiasm. To be prepared for each class and to bring my enthusiasm for teaching to each lecture, zoom and office hour meeting. |
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Be attuned. Keep up with readings and lectures. |
Responsiveness. To respond to emails within 24 hours. For those that know me already, you know that I usually respond faster than this. Emails received on weekends or while I’m traveling may take longer. |
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Be ethical. A good attitude and maintenance of honest and ethical principles towards me, your classmates, and the execution of the course. Please read UC San Diego’s Principles of Community and Conduct Code. |
Timely feedback. To make every effort to return graded assignments within one week of the submission date. |
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Have integrity. An honest, fair, responsible, respectful, trustworthy, and courageous effort on all academic work and collaboration. Please read UC San Diego’s Policy on Integrity of Scholarship. Then, take the integrity pledge! |
Integrity. To uphold integrity standards and create an atmosphere that fosters active learning, creativity, critical thinking, and honest collaboration. |
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Be flexible. Sometimes my schedule gets affected by unavoidable work travel, necessitating some office hour rescheduling at the last minute. |
Reasonable accommodation and understanding for student situations that arise; however, I will not make exceptions for one person that are not available to every other person in the course. |
Course Learning Outcomes
Upon completion of this course, learners will be able to:
- Explain the origins of the Second World War
- Analyze the war’s impact on individuals and societies
- Evaluate the major political and moral choices the determined the course of the war
- Discuss the reasons for the outcome of the war
- Assess the consequences of the war for the postwar world
Course Materials and Tools
Text/Readings/Other Material
Andrew Buchanan, World War II in Global Perspective, 1931-1953
Albert Camus, The Plague
Paul Kennedy, Engineers of Victory: The Problem Solvers Who Turned the Tide in the Second World War
Nicholas Stargardt, Witnesses of War. Children’s Lives under the Nazis
Course Finder
UC San Diego’s Learning Management System: https://coursefinder.ucsd.edu/
Login: UC San Diego Active Directory credentials
Technology Requirements
Course Format
This is a remote asynchronous course. This means that the course material is available on the Canvas website. The course is divided into five modules, one for each week. To make sure that you stay on track, I expect you to finish all the materials for one model by the end of the week (Sun, 23.59 pm). Please note that this is an intensive course that compresses the material of a normal ten-week quarter into five weeks. You can therefore expect roughly the double of the workload of a regular upper-division course. There will also be an optional synchronous meeting on Zoom on Fr, 11-12.
Synchronous Online Meetings:
Weekly, Friday, 10-11 (starting August 9)
Online Course Presence
UC San Diego’s Learning Management System: https://canvas.ucsd.edu
Login: UC San Diego Active Directory credentials
[Purpose: Assignments Submissions, Discussion Forums weekly, Quizes weekly, Videos, Lecture notes, and PowerPoint slides]
Course Requirements
Complete all reading assignments
Complete Ungraded Lecture Quizzes (2 per week)
Complete weekly Discussion Blogs
Three short essays due at the beginnings of Week 2 and Week 4 and at the end of Week 5
Attending weekly synchronous meetings or writing a short commentary on recording
Grading Information
Summary of Grade Criteria
Assignments |
Points |
Weight |
Quizzes x 10 |
100 |
20% |
Discussion Board x5 |
100 |
20% |
Three essays |
100 |
50% |
Synchronous meeting or commentary on recording |
100 |
10% |
Grading Scale
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A = 90-100% |
B = 80-89% |
C = 70-79% |
D = 60-69% |
F = 59%-below |
Grading Procedure and Feedback
I will strive to give you feedback on all assignments within two days. Your first short essay is due in Week 2 the second essay is due in Week 4, the last at the end of Week 5. Discussion blog posts on the readings need to be posted by Friday 23.59pm.
Attendance and Participation
Absences for any sincerely held religious belief, observance, or practice will be accommodated where reasonable. (See Academic Regulations and Policies)
Late or Missing Assignments
Except in cases of documented medical excuse, late submission of assignments will be penalized by one letter grade per day. Blog discussion posts cannot be counted if they are posted after Friday 23.59 pm.
Course Schedule
Week/Module |
Topics |
Readings |
Assignments |
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Week 1 Introduction Origins The European War
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Lecture 1: Personal Introduction Lecture 1.1. Personal Introduction Lecture 1.2: Course Introduction Lecture 1.3: Was it “one” war? Lecture 1.4: Was it a “total” war? Lecture 1.5: Was it a “good war”? Lecture 1.6: Why did the Allies win? Lecture 1.6a Was it an imperial war? Lecture 1.7: The Legacies of World War I Lecture 1.8: Nazi Foreign Policy Lecture 1.9: Western Appeasement Lecture 1.10: Soviet Strategy Lecture 1.11: Poland Lecture 1.12: The Fall of France Lecture 1.13: The Battle of Britain
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Buchanan, World War II, 7-65
Sources: Hossbach Protocol of November 10, 1937 Chamberlain speech on “appeasement” Military spending of Great Powers
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Read Syllabus Introduce yourself
Quiz
Discussion Blog 1,
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Week 2 Global War |
Lecture 2.1: Choices 1940/41 Lecture 2.2: The War in East Asia Lecture 2.3 Operation Barbarossa Lecture 2.4 Why did soldiers fight? Lecture 2.5: The Atlantic Lecture 2.6.: Stalingrad Lecture 2.7: Midway Lecture 2.8: North Africa
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Buchanan, World War II, 65-86, 107-32 Kennedy, Engineers of Victory, 5-99, 145-214 Field Marshal Walter von Reichenau, “Conduct of Troops in Eastern Territories,” October 10, 1941 Albert Speer, “Sins of Omission”
Film: “Come and See” (1985)
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Quizzes #3 and #4
Discussion Blog 2
First Essay Due
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Week 3 Societies at War |
Lecture 3.1 Wartime Economies Lecture 3.2: Ideology and Propaganda Lecture 3.3: Minorities and Civil Liberties
Lecture 3.4: Women at War Lecture 3.5: The War Against Children
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Stargardt, Witnesses of War, 1-103
Start Albert Camus, The Plague
“Returning from war, Returning to Racism” https://www.nytimes.com/2020/07/30/magazine/black-soldiers-wwii-racism.html The Atlantic Charter (1941) FDR, Executive Order Nr. 9066 (https://www.ourdocuments.gov/doc.php?flash=true&doc=74&page=transcript) Adolf Hitler, “Speech to the National Socialist Women’s Organization,” September 8, 1934
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Quizzes #5 and #6
Discussion Blog 3
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Week 4: Other Wars Living with the Enemy |
Lecture 4.1. Nazi Europe Lecture 4.2: Occupation Lecture 4.3: Collaboration
Lecture 4.4: Resistance and Civil Wars Lecture 4.5: The Persecution of the Jews Lecture 4.6.: Victims, Bystanders, Perpetrators
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Finish Albert Camus, The Plague Stargardt, Witnesses of War, 105-230
Hermann Friedrich Graebe, “Account of Holocaust Mass Shooting,” 1942 |
Quizzes #7 and #8
Discussion Blog 4
Second Essay Due |
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Week 5: Endings and Aftermath
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Lecture 5.1: Bombings, Expulsions, Rape Lecture 5.2: From Hot to Cold War Lecture 5.3: Retribution, Trials, Political Justice Lecture 5.4: The War Remembered
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Kennedy, Engineers of Victory, 99-143) Stargardt, Witneses of War, 231-380. |
Quizzes #9 and #10
Discussion Blog 5
Third Essay due
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And – if you have made it to this point, please send me -- via e-mail- an image of ANY World War II memorial from ANY country!
Student Resources for Support and Learning
Library Help
Ask a Librarian
https://library.ucsd.edu/ask-us/
Library Help: Course Reserved, Connecting from Off-Campus and Research Support
https://library.ucsd.edu/ask-us/triton-ed.html
Learning Resources
Writing Hub
Improve writing skills and connect with a peer writing mentor
Supplemental Instruction
https://aah.ucsd.edu/supplemental-instruction-study-group/
Peer-assisted study sessions through the Academic Achievement Hub to improve success in historically challenging courses
Tutoring – Content
https://aah.ucsd.edu/content-tutoring/
Drop-in and online tutoring through the Academic Achievement Hub
Tutoring – Learning Strategies
https://aah.ucsd.edu/learning-strategies/
Address learning challenges with a metacognitive approach
Office of Academic Support & Instructional Services (OASIS)
Intellectual and personal development support
Student Success Coaching Program
https://successcoaching.ucsd.edu/
Peer mentor program that provides students with information, resources, and support in meeting their goals
Student Resources
UC San Diego (as an institution) and I (as a human being and instructor of this course) are committed to full inclusion in education for all persons. Services and reasonable accommodations are available to students with temporary and permanent disabilities, to students with DACA or undocumented status, to students with health or other personal concerns, and to students with other kinds of support needs. Please feel free to let me know if there are circumstances affecting your ability to participate in class. Some resources that might be of use include:
Basic Needs
Any student who has difficulty accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in this course, is encouraged to contact:
foodpantry@.ucsd.edu | basicneeds@ucsd.edu | (858)246-2632
CAPS Student Health and Well-Being
Provides services like confidential counseling and consultations for psychiatric services and mental health programming
https://wellness.ucsd.edu/caps/
Community Centers
As part of the Office of Equity, Diversity, and Inclusion the campus community centers provide programs and resources for students and contribute toward the evolution of a socially just campus
https://students.ucsd.edu/student-life/diversity/
Triton Concern Line
Report students of concern at (858) 246-1111
https://blink.ucsd.edu/instructors/advising/concern/
Undocumented Student Services
Programs and services are designed to help students overcome obstacles that arise from their immigration status and support them through personal and academic excellence
Accessibility
Students requesting accommodations for this course due to a disability must provide a current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD) which is located in University Center 202 behind Center Hall. Students are required to present their AFA letters to Faculty (please make arrangements to contact me privately) and to the OSD Liaison in the department in advance so that accommodations may be arranged.
Office for Students with Disabilities (OSD)
Documents student disabilities, provides accessibility resources, and reasonable accommodations
858.534.4382 | osd@ucsd.edu | https://disabilities.ucsd.edu/
Inclusion
UC San Diego (as an institution) and I (as a human being and instructor of this course) are committed to full inclusion in education for all persons. Services and reasonable accommodations are available to students with temporary and permanent disabilities, to students with DACA or undocumented status, to students with health or other personal concerns, and to students with other kinds of support needs. Please feel free to let me know if there are circumstances affecting your ability to participate in class. Some resources that might be of use include:
Office of Equity, Diversity, and Inclusion
858.822.3542 | diversity@ucsd.edu | https://diversity.ucsd.edu/
Student Life: Diversity
https://students.ucsd.edu/student-life/diversity/
Policy on University of California Diversity Statement
https://regents.universityofcalifornia.edu/governance/policies/4400.html
Technical Support
For help with accounts, network, and technical issues:
http://blink.ucsd.edu/go/servicedesk
For help connecting to electronic library resources such as eReserves and e-journals:
https://library.ucsd.edu/computing-and-technology/connect-from-off-campus/
For help installing Zoom for video conferencing, virtual office hours, synchronous lectures:
https://blink.ucsd.edu/technology/file-sharing/zoom/
UC San Diego Principles of Community
The University of California, San Diego is dedicated to learning, teaching, and serving society through education, research, and public service. Our international reputation for excellence is due in large part to the cooperative and entrepreneurial nature of the UC San Diego community. UC San Diego faculty, staff, and students are encouraged to be creative and are rewarded for individual as well as collaborative achievements.
To foster the best possible working and learning environment, UC San Diego strives to maintain a climate of fairness, cooperation, and professionalism. These principles of community are vital to the success of the University and the well-being of its constituents. UC San Diego faculty, staff, and students are expected to practice these basic principles as individuals and in groups.
Click here for the complete UC San Diego Principles of Community in English and Spanish.
UC San Diego Academic Policies
Academic Integrity
Academic Integrity is expected of everyone at UC San Diego. This means that you must be honest, fair, responsible, respectful, and trustworthy in all of your actions. Lying, cheating or any other forms of dishonesty will not be tolerated because they undermine learning and the University’s ability to certify students’ knowledge and abilities. Thus, any attempt to get, or help another get, a grade by cheating, lying or dishonesty will be reported to the Academic Integrity Office and will result sanctions. Sanctions can include an F in this class and suspension or dismissal from the University. So, think carefully before you act by asking yourself:
- a) is what I’m about to do or submit for credit an honest, fair, respectful, responsible & trustworthy representation of my knowledge and abilities at this time and,
- b) would my instructor approve of my action?
You are ultimately the only person responsible for your behavior. So, if you are unsure, don’t ask a friend—ask your instructor, instructional assistant, or the Academic Integrity Office. You can learn more about academic integrity at http://academicintegrity.ucsd.edu
(Source: Academic Integrity Office, 2018)
Classroom Behavior Policy
UCSD Student Conduct Code
https://students.ucsd.edu/_files/student-conduct/ucsandiego-student-conduct-code_interim-revisions1-16-18.pdf
Principles of Community
https://ucsd.edu/about/principles.html
Religious Accommodation
It is the policy of the university to make reasonable efforts to accommodate students having bona fide religious conflicts with scheduled examinations by providing alternative times or methods to take such examinations. If a student anticipates that a scheduled examination will occur at a time at which his or her religious beliefs prohibit participation in the examination, the student must submit to the instructor a statement describing the nature of the religious conflict and specifying the days and times of conflict.
For final examinations, the statement must be submitted no later than the end of the second week of instruction of the quarter.
For all other examinations, the statement must be submitted to the instructor as soon as possible after a particular examination date is scheduled.
If a conflict with the student’s religious beliefs does exist, the instructor will attempt to provide an alternative, equitable examination that does not create undue hardship for the instructor or for the other students in the class.
See: EPC Policies on Religious Accommodation, Final Exams, Midterm Exams
Nondiscrimination and Harassment
The University of California, in accordance with applicable federal and state laws and university policies, does not discriminate on the basis of race, color, national origin, religion, sex, gender, gender identity, gender expression, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, medical condition, genetic information, ancestry, marital status, age, sexual orientation, citizenship, or service in the uniformed services (including membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services). The university also prohibits harassment based on these protected categories, including sexual harassment, as well as sexual assault, domestic violence, dating violence, and stalking. The nondiscrimination policy covers admission, access, and treatment in university programs and activities.
If students have questions about student-related nondiscrimination policies or concerns about possible discrimination or harassment, they should contact the Office for the Prevention of Harassment & Discrimination (OPHD) at (858) 534-8298, ophd@ucsd.edu, or http://reportbias.ucsd.edu.
Campus policies provide for a prompt and effective response to student complaints. This response may include alternative resolution procedures or formal investigation. Students will be informed about complaint resolution options.
A student who chooses not to report may still contact CARE at the Sexual Assault Resource Center for more information, emotional support, individual and group counseling, and/or assistance with obtaining a medical exam. For off-campus support services, a student may contact the Center for Community Solutions. Other confidential resources on campus include Counseling and Psychological Services, Office of the Ombuds, and Student Health Services.
CARE at the Sexual Assault Resource Center
858.534.5793 | sarc@ucsd.edu | https://care.ucsd.edu
Counseling and Psychological Services (CAPS)
858.534.3755 | https://caps.ucsd.edu
See: Nondiscrimination Policy Statement
Subject to Change Policy
Parts of the syllabus might be subject to change – under certain circumstances such as mutual agreement to enhance student learning –with reasonable advance notice, as deemed appropriate by the instructor.
Letter of Recommendation Policy
I am happy to write letters of recommendation for you. Please give me at least three weeks advance notice. If you ask me for a letter, I need deadlines, where and how to submit the letter, and, if possible, your CV and statement of purpose. The more information you provide me with, the better and more detailed my letter will be. Also, it is much easier for me to write a letter if you are an active participant in the course. By engaging in discussions or also consulting with me during office hours, you can demonstrate your command over the course material and make it possible to discuss your academic qualities in specific details.