Course Syllabus
Click here for a syllabus to download.
HIEU 154: Modern Germany
Summer 2024
Remote
Course Information
Course Description
Germany has been at the center of some of the 20th century's most crucial events. Conflicts and tensions inside Germany frequently spilled over Germany's borders and affected the lives of millions of non-Germans, thus shaping the course of 20th century European and world history. This course follows the extremely volatile and often violent course of German history from its emergence as a nation state in the 19th century to the total collapse of the Nazi dictatorship in
1945.In particular, the course will examine two major themes: first, we will examine continuities and contingencies in Modern German History. Was there, for example, a direct link between the unification of Germany through "iron and blood" under Bismarck in 1870/71 and the rise of Hitler in the 1930s? Why did the Weimar Republic (1918-1933) that was celebrated for its liberal constitution, progressive welfare system, and vanguard culture turn into one of the most destructive regimes in human history? What were the alternatives to this disastrous course of Modern German history and why did these alternatives ultimately not materialize? Secondly, the course will entail a detailed examination of the Nazi period. We will address such issues as the structure of the Nazi dictatorship, the nature of the Nazi "racial community," the peculiar mixture of popular consent and coercion, and the regime's policies of war and genocide.
Throughout the course, the main emphasis will be on the significance of German history for thinking through and understanding some more general problems of modern history and, indeed, of our own troubled present. Leading questions include: what are the conditions for the success of democracy? In what way does the struggle over modern culture influence the prospects for democracy? What is the popular appeal of authoritarianism? How do authoritarian regimes seek to manufacture consent? My goal is not for you to remember all the details about the German history during this period but rather to use the example of German history to enable all us to think through some of these more general problems.
Course Credit
4 units
Instructor
Professor Frank Biess fbiess@ucsd.edu
https://history.ucsd.edu/people/faculty/biess.html
Office Hours
Friday 12-1 pm on Zoom.
Overall Course Expectations
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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:
1.Analyze continuities and contingencies in Modern German History
- Evaluate the conditions for the success and failure of democracy
- Empathize with and critique the individual and collective choices of people in the past 4. Discuss the ways in which the exclusion and persecution of minorities served as a tool to create social consensus in German society
5. Understand the processes that led to the escalation of violence and finally to genocide
Course Materials and Tools
Text/Readings/Other Material
Theodor Fontane, Effi Briest
Eric Weitz, Weimar Germany. Promise and Tragedy
Doris Bergen, War and Genocide. A Concise History of the Holocaust Ruth Kluger, Still Alive. A Holocaust Girlhood Remembered.
Articles and Documents on e-reserve and as link on syllabus
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 an asynchronous remote course. This means you can complete the course at your own pace. However, to keep you on track, there are assignments and tasks that you will have to complete within each week. I will also have a voluntary, in-person meeting on Zoom each Friday at 11 am PST. The meeting will be recorded, and if you can't attend in person, I will ask you to write a short commentary. I commit to making this the best possible experience for you. There will be opportunities for you to post questions about the course on the Discussion Board. If these do not answer your questions and concerns, please do not hesitate to contact me at <fbiess@ucsd.edu>.
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, Lecture notes, and PowerPoint slides]
Course Requirements
Complete all reading assignments and watch all video lectures
Complete weekly lecture Quizzes (2 per week, 10 total)
Complete weekly Discussion Blogs (5 total)
Attend one-hour synchronous Zoom session or watch recording and write short commentary
Three short essays due at the end of Weeks 2, 4 and 5
Grading Information
Summary of Grade Criteria
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Assignment |
Points |
Weight |
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Quizzes x 10 |
100 |
20% |
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Discussion Blogs x 5 |
100 |
20% |
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Three Essays |
100 |
60% |
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100% |
Grading Scale
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 3. 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, 9 am.
Course Schedule
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Week/Module |
Topics |
Readings |
Assignments |
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Week 1: The German Empire
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1.1The Problem of German History
1.2 The Making of Unified Germany
1.3 Industrialization and Political Mobilization
1.4 Society and Culture
1.5 German Colonialism and Genocide
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Theodor Fontane, Effi Briest
Sources: 1.2 a. The Constitution of the German Empire (Preamble, Art 5,6,7,11,12,15,20, 59,60,78) b. August Bebel, Reichstag Speech c. Heinrich von Sybel Describes the Structure of the German Empire and the Prospects for Liberty ( January 1, 1871)
1.3 a. Population Growth in Large Cities b. Paul Göhre, "Working Class Life" c.Eduard Bernstein, "The Immediate Tasks of Social Democracy"(1899) d. Rosa Luxemburg, "Social Reform or Revolution?"(1899)
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Read Syllabus
Introduce yourself on Discussion Blog
Take Sorting Through Preconceptions Quiz
Take Lecture Quizzes
Attend Synchronous Zoom Meeting on Fr 10-11 (or write commentary)
Write first Essay
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Week 2 War and Revolution |
2.1 Germany and the First World War
2.2. The War at Home
2.3 A German Revolution
2.4. Crisis and Stabilization
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Readings: Eric Weitz, Weimar Germany, 7-39, 81-121, 129-161
2.1 a.The "Blank Check": Ladislaus Count von Szögyény-Marich (Berlin) to Leopold Count von Berchtold (July 5, 1914) |
First Essay Due
Lecture Quizzes
Discussion Blog
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Week/Module |
Topics |
Readings |
Assignments |
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b.Helmuth J. L. von Moltke to Theobald von Bethmann Hollweg (July 29, 1914)
c.Soldiers Describe Combat: Eduard Schmieder (1914-15), Sophus Lange (1914-15), Peter Hammerer(1916)
2.2. The Homefront: Dancing the Polonaise (1916), The Impact on Popular Morale (March 1917), The
2.3 The Constitution of the German
2.4. Friedrich von Gottl-Ottilienfeld,
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Week 3 The Weimar Republic |
3.1Weimar Culture
3.2 Gender and Sexuality
3.3. The Crisis of Democracy
3.4 The Rise of National Socialism |
Eric Weitz, Weimar Germany, 12127, 161-250, 297-368.
3.1 a. Rudolf Kaiser, "Americanism” b. Katharina Rathaus, "Charleston: c. Ivan Goll, "The Negroes Are
3.2 a. Elsa Herman, "This is the New b. Lola Landau, "The Companionate Marriage" (1929) |
Lecture Quizzes
Discussion Blog
Attend Synchronous Zoom Meeting on Fr 10-11 (or write commentary)
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Week/Module |
Topics |
Readings |
Assignments |
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c. "Textile Workers: My Workday, My
3.3 a. Ernst Thälmann, "The SPD and the NSDAP Are Twins" (1932)
3.4. Adolf Hitler’s Manifesto, September 10, 1930”
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Week 4: Nazi Germany |
4.1 The Nazi State and the Myth of the Führer
4.2. The Politics of Culture
4.3. The National Community
4.4 Social Outsiders
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Doris Bergen, War and Genocide, Chpts 1-6 Ruth Kluger, Still Alive, 9-60
4.1 a. Melita Maschmann, “A German Teenager’s Response to the Nazi Takeover in 1933,” c. “Speech by the Social Democrat Otto Wels against Passage of the
4.2. Adolf Hitler, “Opening Address at the House of German Art”, July 19, 1937
4.3. a. “Reports on the Sources of Working Class Support for the Nazis and the Limits of Opposition, 1935- 39” b. Adolf Hitler, "Speech to the National Socialist Women's |
Lecture Quizzes
Discussion Blog
Attend Synchronous Zoom Meeting on Fr 10-11 (or write commentary)
Second Essay First Part |
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Week/Module |
Topics |
Readings |
Assignments |
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Organization," September 1934
4.4 a.Heinrich Himmler, “On the Question of Homosexuality”, 1937 b. Marta Appel, "Jewish Life after the Nazi Seizure of Power in 1933" c. Inge Deutschkron, "Growing Up Jewish in 1930s Germany" d. David H. Buffom, "Report on Kristallnacht"
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Week 5: War and Genocide
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5.1. The Second World War
5.2 The Holocaust
5.3 Brutal Endings
5.4 Aftermath
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Doris Bergen, War and Genocide, Chpts. 7-9 Ruth Kluger, Still Alive, 61-203
5.1 Field Marshall von Reichenau, "Conduct of Troops in Eastern Territories" (1941)
5.2 a. Herman Friedrich Graebe, Description of Mass Execution of Jews in Ukraine in 1942 b. Chaim Kaplan, “In the Warsaw Ghetto, 1939-1942
5.3. The White Rose, “Sixth Leaflet”
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Lecture Quizzes
Discussion Blog
Attend Synchronous Zoom Meeting on Fr 10-11 (or write commentary)
Second Essay, Second Part |
And – if you have made it to this point, please send me -- via e-mail- an image that you think encapsulates and represents “Germany”.
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) https://oasis.ucsd.edu/
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 https://uss.ucsd.edu/
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-conductcode_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.
Technology Policy
Unless otherwise indicated, please refrain from using cellphone during classtime.
Attachments
[Rubric, grading form, course map]