Susan Glenn, Professor of History, glenns@uw.edu
Revised Syllabus 10/1/2024.
WAR STORIES: RECORDING, REMEMBERING, AND REIMAGINING WWII
In the United States the lore and legacy that constitute the national memory of World War II is so familiar to many people that it remains an important touchstone into our own time. In this course we will explore the making of the legacy of World War II from locations often neglected in our collective memory of that time, including the initial indifference of many Americans to the rise of European fascism and the persecution of Jews and the impact of ethnic and racial animosities on the battlefields and on the American home front. We will read or view a wide range of primary works as well as turning our attention to the contemporary recycling of the meaning of that period in our nation's past. Readings include accounts by journalists, novelists, filmmakers, and works by historians. Through them we hope to gain a better understanding of the myriad ways in which the war and its effects have been recorded, remembered, and re-imagined.
Students will learn how to work with primary sources, develop competence in the close reading of texts, learn to analyze questions from multiple perspectives, and become attuned to “silences” in the sources by paying attention to what is and is not directly stated in a text. In written work and oral contributions, students will develop their skills in building and substantiating their own arguments.
Close reading:
This course emphasizes close reading of the sources. Close reading requires that you notice and discuss important details in the texts—including key concepts, words, and phrases that stand out as significant and/or surprising. Pay attention to repetition of words and phrases. Pay attention to internal tensions, inconsistencies. and contradictions in the text. Pay attention to absences and silences—what is left unsaid. Pay attention to tone.
Interpretation. Once you have done a close reading of the documents, the next step is to interpret the historical significance of what stands out. It is not enough to identify what is said. An interpretation requires that you tell the reader why it matters to our understanding of a historical question.
Students should approach the reading with the following questions in mind and be prepared to address them in class discussions and in written work. When was the document or book written? Who is writing? What do we know (or can we infer from context) about them? To whom are they trying to appeal and why? What does the author assume about the beliefs and attitudes of the audience? Is the author “preaching to the choir” or trying to convince skeptics, or both? What are the author’s main arguments? What is directly stated? What is implied? Are there significant silences? On what grounds does the author base those arguments? What is the “tone” of the piece—impassioned, angry, measured, philosophical, sarcastic, light-hearted, somber, skeptical, or what?
Required reading and films: With the exception of the print books for purchase listed below, all of the required readings and films are in the Weekly Canvas Modules. STUDENTS SHOULD COMPLETE THE READING IN ADVANCE OF THE SEMINAR MEETING FOR WHICH IT HAS BEEN ASSIGNED.
Required books to purchase. These are listed in the order in which we will read them. All books have been ordered through the University Bookstore. IF YOU PLAN TO TAKE THIS COURSE, YOU SHOULD PURCHASE THE PRINT ONLY BOOKS WELL IN ADVANCE OF THE WEEKS FOR WHICH THEY ARE ASSIGNED.
- George Roeder, Jr., The Censored War (1993). Print only. Please purchase.
- Mine Okubo, Citizen 13660 (1946). Print only. Please purchase.
- John Hersey, Hiroshima (1946). Print only, please purchase the Vintage edition, which contains an afterword by the author.
- ****Other required material (articles, book chapters, and films) are pdf's or links in the Weekly Canvas Modules.*****
COURSE REQUIREMENTS: This is a reading, discussion, and writing course. The reading schedule is demanding and students who enroll in this course are expected to have all required assignments completed prior to Monday's class meeting. Students must show up on time for class, and be fully prepared to discuss, analyze, and critique the assigned material. Repeated lateness to class meetings and repeated unexcused absences will significantly lower your course grade and may result in a failing grade for the course.
CLASS PARTICIPATION. (30% of course grade): The consistency and quality of your contributions to class discussion each week are heavily weighted in the calculation of your course grade. Just because another student has already made a point that you agree with does not mean that there is nothing left to say about the matter. You can always add to that point, call attention to a related passage in the reading, mention contradictory perspectives within a text, or raise a related question. Have reading materials with you for class meetings. Be prepared each week to identify and discuss significant passages in each of the required readings.
Please do NOT use AI at any stage of the writing process, whether for Discussion Boards or formal papers.
DISCUSSION BOARDS: These are always due on Monday by noon. You can find them under the "Discussions" tab of Canvas. Consider these a warm-up for the in-person seminar discussions.
PAPERS: Students will write three formal analytical papers. The first two papers (6-7 pages in length) each count for 20%, The final paper (9-10 pages) counts for 30% of the course grade. The papers will focus on themes, questions, and debates that emerge from assigned readings. Instructions for the papers will be posted on the Assignments section of Canvas and will be discussed in class. It is not possible to pass this class without turning in all of the written work. All papers must be uploaded as Word documents to Canvas Assignments.
Due Dates for Papers:
First Essay: October 26
Second Essay: November 22
Final Essay: December 9
There is no final exam.
Late papers: Except in cases of emergency, late papers will be penalized. If you are having trouble keeping up with the assignments, notify me immediately so we can figure out a way forward.
****Warning. Do NOT use ChatGPT, GPT4, Bing Chat, "Write with AI" in Google Docs or any other AI tool to write your papers or discussion posts. Use of AI to compose written work is strictly prohibited in this class.
WEEK 1 (9/30) MAKING SENSE OF WAR: Close reading exercise.
Read prior to the First Class Meeting The articles are in the Canvas Module for Week 1.
- Editors of Life, “Three Dead Americans” (1943).
- Ernie Pyle, “A Last Word.” (1944)
- Lucille Milner, “Jim Crow in the Army” (1944)
- Also recommended: look at Maps and Timelines (The War in Europe and Asia-Pacific War)
WEEK 2 (10/7) : "AMERICA FIRST!"
Read:
- Bradley Hart, Introduction, Hitler's American Friends: The Third Reich's Supporters in the United States (New York, 2018).
- "FDR Creating War Incidents, Lindbergh Says," Chicago Daily Tribune, Sept. 11, 1941 (Lindbergh Controversy pdf)
- "Lindbergh's Nazi Pattern," New Republic, Sept 22, 1941 (Lindbergh Controversy pdf).
- "The Forbidden Theme," Christian Century, Sept. 24, 1941 (Lindbergh Controversy pdf).
- Dorothy Thompson, "Mr. Lindbergh and the Facts," Daily Boston Globe, Sept. 17, 1941.
- "America First Says Race is Not Issue," New York Times, Sept. 25, 1941.
- Recommended film: The Mortal Storm (1940). Directed by Frank Borzage
WEEK 3 (10/14): "ENEMIES"
Read:
- Gerald F. Linderman, “Fighting the Germans.”
- Gerald F. Linderman, “Fighting the Japanese.”
- John Dower, “Race, Language, and War in Two Cultures”
- Robert Sherrod, “Gone to Earth” and “The Nature of the Enemy.” (1944).
- Ernie Pyle, "The Illogical Japs." (1945.)
- Ernie Pyle, "German Supermen Up Close." ( 1943)
- Ed Cunningham, “Battle of the Bulge.” (1944-45).
- Also recommended: John Dower, “War Hates and War Crimes.”
WEEK 4: (10/21) RATIONING DEATH
Read and Watch:
George Roeder Jr., The Censored War [print]. We will be referring to specific pages and images during our discussion. Please have the book with you.
Film: Documentary: Let There Be Light (1946), United States Army (u-tube in Canvas Module). This is a documentary about neuro-psychiatric manifestations in combat soldiers.
Also recommended. Film: Bataan (1943). Link in Canvas Module.
WEEK 5 (10/28) : WAR ZONES I
No class meeting (I have Jury Duty), but please read this material carefully and post your responses to the Discussion Board.
Read:
- Katharine Archibald, Wartime Shipyard(1947), pp. 1-109.
- Thurgood Marshall, “The Gestapo in Detroit” (1943).
- Roi Ottley, "Negroes are Saying," from Ottley, A New World A-Coming (1943)
- Also recommended: Eva-Maria Ziege, "Patterns within prejudice: antisemitism in the United States in the 1940s," Patterns of Prejudice, 46, (2012): 93-127
WEEK 6 (11/4): LOYAL" AND "DISLOYAL“
Read and Watch:
Mine Okubo, Citizen 13360 (1946) [print]. We will be referring to specific pages and images, please have the book with you when we discuss it.
Ansel Adams, Born Free and Equal (1944). Canvas Module
Film: WRA, A Challenge to Democracy (1944). Link in Canvas Module.
WEEK 7 (11/11) : VETERAN'S DAY. NO CLASS MEETING
WEEK 8 ( 11/18) TRAUMATIC LANDSCAPES I
Read and Watch:
Freda Kirchwey, “While the Jews Die” (1943).
Fred Eastman, “A Reply to Screamers” (1944).
W. H. Lawrence, “Nazi Mass Killing Laid Bare” (1944).
Richard Lauterbach, “Murder, Inc.” (1944).
Edward R. Murrow, “Broadcast from Buchenwald” (1945).
Martha Gellhorn, “Dachau” (1945).
Martha Gellhorn, “We Were Never Nazis” (1945).
Film: U.S. Army, Nazi Concentration Camps (1945).
Week 9 (11/25): WAR ZONES II (We will meet over Zoom today).
Join URL: https://washington.zoom.us/j/98571119695
Read:
William O’Neill, “The Destruction of Japan.” (Canvas module)
Paul Boyer, By the Bomb's Early Light, chapter 1 (Canvas module)
Paul Boyer, By the Bomb’s Early Light, chapters 16- 17. (Canvas module)
WEEK 10 (12/2) : TRAUMATIC LANDSCAPES II
Read: John Hersey, Hiroshima (1946), chapters 1-5. [Print] Have your book with you.
(If your edition of the book does not contain the “Aftermath” (chapter 5) you can find the aftermath chapter as a pdf in the Canvas Module.).
Recommended Film: The Best Years of Our Lives (1946).
GRADING RUBRICS:
Grading Rubric for History Papers:
An “A” range paper
- Presents a solid thesis and a clear and well-organized structure that never leaves the reader to figure out the direction of the argument; and
- demonstrates an appropriate use of primary and secondary evidence that is integrated into the argument and properly cited and contextualized.
A high-A paper demonstrates these characteristics, as well as some unique intelligence or creativity indicating the author put extraordinary thought into preparing the argument. It uses strong topic sentences and clear transitions between paragraphs. Each paragraph follows logically from the previous one. It is specific about who, what, where, when, and why.
“B” range papers contain a strong and carefully considered thesis, but is somewhat weaker on overall organization and
- the clarity of its argument
- the use of evidence; or
- contains enough writing errors to distract the reader from the course of the argument.
The difference between a low “B” paper and a high “B” paper can often be attributed to the amount and type of evidence used, and the level to which it is contextualized and integrated into the argument.
“C” range papers address the assignment and may contain a thesis and some evidence. Such a paper often summarizes material without analyzing it or forming an argument about it. The degree to which a paper argues a claim and mentions relevant evidence can determine where in the C-range it will be graded.
“D” papers discuss some of the material for the assignment, but they fail to answer the question.
Grading Rubric for History Class Discussion:
- “A” range students are both highly engaged and very insightful in class discussion. They complete all reading in advance of the class meeting and come to class fully prepared to discuss key questions in the syllabus and to raise others. They actively participate in every class discussion. They offer important insights into the readings and films, refer to specific passages or scenes to back up their assertions, ask thoughtful and insightful questions, respond in respectful ways to points made by other students, demonstrate an excellent grasp of the issues, make connections between readings from week to week, and generally help elevate the level of discussion. They always show up for class on time, bring reading materials with them so they can refer to specific passages and follow along when the instructor or another student refers to a passage, and stay for the duration of every class.
- “B” range students complete all the reading in advance of the seminar and come to class prepared to discuss them. They raise their hands and respond when called upon by the instructor. They frequently make significant points, share ideas, and respond to points made by other students, ask insightful questions and make good observations, demonstrate a good grasp of the issues, and sometimes attempt to make connections between the readings/films for different weeks in the quarter, but the level and quality of their participation is uneven. The difference between a B+ grade and a B- has to do with the level, quality, and consistency of student involvement in class discussion.
- “C” range students complete some of the reading in advance of the seminar, or complete all reading for some of the meetings, but little of it for others. In general, their lack of preparation does not allow them to actively participate or to back up their assertions when they do. They occasionally raise their hands, but they rarely make an effort to fully engage with the material or with other students, rarely ask questions, and if they do, they tend to wander from the issues at hand or make irrelevant points when called upon to participate. Their comments, when offered, show a lack of understanding of the material. They typically forget to bring the reading material, arrive late and/or leave early and have unexplained absences.
- “D” range students rarely make an effort to do the reading, rarely, if ever participate, show up late and leave early, never bring the reading material, seem generally disengaged, and have many absences. “D” students also behave in a disrespectful manner toward other students.
- HISTORY DEPARTMENT IMPORTANT INFORMATION:
Covid-19 Recommendations and Resources
Guidelines for Covid: https://www.ehs.washington.edu/covid-19-prevention-and-response/covid-19-illness-and-exposure-guidance
Student Resources in Times of Need
We understand that with student life and possible health issues, there are emotional stresses and strains. We have compiled a list of helpful resources, and we encourage you to reach out to our advisers, to your instructors, and to your peers for additional support. https://history.washington.edu/student-resources-times-need
Plagiarism & Academic Misconduct
Academic misconduct, such as unauthorized collaboration, cheating on exams, and plagiarism, is prohibited at UW and may result in disciplinary action. Here is more information.
Plagiarism is a form of academic misconduct at UW. It is defined as the use of creations, ideas, or words of publicly available work without formally acknowledging the author or source through appropriate use of quotation marks, references, and the like. Along with the University of Washington, the Department of History takes plagiarism very seriously. Plagiarism may lead to disciplinary action by the University against the student who submitted the work. Any student who is uncertain whether their use of the work of others constitutes plagiarism should consult the course instructor for guidance before submitting coursework. Disciplinary action on your school record can affect admission to graduate or professional schools.
The unauthorized use of artificial intelligence (AI), such as ChatGPT, can be academic misconduct at UW. We mean here tools that use AI and large language models to generate text or images, such as ChatGPT, GPT4, Bing Chat, and “Write with AI” in Google Docs. These are often prohibited by instructors in Department of History courses. The history department has a commitment to critical thinking and analysis. Different faculty have different positions about whether AI tools can be used in their classes, and about how they can be used. Make sure there are explicit instructions about this in your class. If not, please ask before using them. The unauthorized use of such tools can constitute academic misconduct and could result in disciplinary action.
Incompletes
An incomplete is considered only when the student has been in attendance and has done satisfactory work until within two weeks of the end of the quarter and has furnished proof satisfactory to the instructor that the work cannot be completed because of illness or other circumstances beyond the student's control.Grading Procedures
Except in case of error, no instructor may change a grade that they have turned in to the Registrar. Grades cannot be changed after a degree has been granted.
Grade Appeal Procedure
A student who believes they have been improperly graded must first discuss the matter with the instructor. If the student is not satisfied with the instructor's explanation, the student, no later than ten days after their discussion with the instructor, may submit a written appeal to the Chair of the Department of History with a copy of the appeal also sent to the instructor. Within 10 calendar days, the Chair consults with the instructor to ensure that the evaluation of the student's performance has not been arbitrary or capricious. Should the Chair believe the instructor's conduct to be arbitrary or capricious and the instructor declines to revise the grade, the Chair, with the approval of the voting members of their faculty, shall appoint an appropriate member, or members, of the faculty of the Department of History to evaluate the performance of the student and assign a grade. The Dean and Provost should be informed of this action. Once a student submits a written appeal, this document and all subsequent actions on this appeal are recorded in written form for deposit in a Department of History file.
Sexual Harassment
Sexual harassment is defined as the use of one’s authority or power, either explicitly or implicitly, to coerce another into
unwanted sexual relations or to punish another for their refusal to engage in sexual acts. It is also defined as the creation by a member of the University community of an intimidating, hostile, or offensive working or educational environment through verbal or physical conduct of a sexual nature.
If you are being harassed, seek help—the earlier the better. You may speak with your instructor, your teaching assistant, History Undergraduate Advising, the Department’s Director of Academic Services (Smith 315A) or the Chair of the Department (Smith 308). In addition, the Office of the Ombud (206 543-6028) is a University resource for all students, faculty and staff. Community Standards and Student Conduct Office (cssc@uw.edu) is a resource for students.
Equal Opportunity
The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, citizenship, sexual orientation, age, marital status, gender identity or expression, genetic information, disability, or status as a protected veteran. This policy applies to all programs and facilities, including, but not limited to, admissions, educational programs, employment, and patient and hospital services. An discriminatory action can be a cause for disciplinary action. -
Access and Accommodations
Your experience in this class is important to us. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to us at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
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Religious Accommodations
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).
- Standards of Conduct and Academic Integrity: (see WAC 478-121-020)
The following abilities and behavioral expectations complement the UW Student Conduct Code. All students need to demonstrate the following behaviors and abilities:
Communication: All students must communicate effectively with other students, faculty, staff, and other professionals within the Department of History. Students must attempt to express ideas and feelings clearly and demonstrate a willingness and ability to give and receive feedback. All students must be able to reason, analyze, integrate, synthesize, and evaluate in the context of the class. Students must be able to evaluate and apply information and engage in critical thinking in the classroom and professional setting.
Behavioral/Emotional: Students must demonstrate the emotional maturity required for the adequate utilization of intellectual abilities, the exercise of sound judgment, and the timely completion of responsibilities in the class. Further, students must be able to maintain mature, sensitive, and effective relationships with students, faculty, staff, and other professionals while engaging in the class and within the Department of History. Students must have the emotional stability to function effectively in the classroom.
Students must be able and willing to examine and change behaviors when they interfere with productive individual or team relationships.
Problematic behavior documented: Problematic behavior will be documented by the Department and if deemed appropriate forwarded on to Community Standards and Student Conduct. If a pattern of behavior or a single, serious lapse in the behavioral expectations becomes evident, the steps below will be followed so that the student is apprised of a warning indicating that the student’s continuation in the class and/or major is in jeopardy. The student’s
instructor and/or appropriate program advisor or teaching assistant will document, either verbally or in writing, the concerning behavior and notify the student that they are receiving a warning. Notification of the warning will be forwarded on to the Chair of the Department and Student Conduct and Community Standards via email or in hard copy. The warning identifies what the concerning behavior was and that any further disruptions or concerning incidents will result in the student being asked to leave the class. When incidents occur that represent a significant impact to the program or its participants, students may be asked to leave immediately without prior warning.
Safety and Evacuation
Evacuation routes are posted throughout the building. In case of a fire, please evacuate and go to the evacuation assembly point, locations of which are posted on building walls. In case of a power outage or earthquake, please stay where you are and, for the latter, protect your head and neck. Students with disabilities which could impair evacuation should notify the instructor early in the quarter so accommodations can be made.Concerns about a course, an instructor, or a teaching assistant
Instructors
If you have any concerns about the course or the instructor in charge of the course, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, contact the Department of History’s Director of Academic Services, Tracy Maschman Morrissey, in Smith 315A. If you are not satisfied with the response that you receive from Tracy, make an appointment with the Assistant to the Chair in Smith 308B to speak with the Chair.TAs
If you have any concerns about the teaching assistant, please see them about these concerns as soon as possible. If you are not comfortable talking with the teaching assistant or not satisfied with the response that you receive, contact the instructor in charge of the course. If you are not satisfied with the response that you receive, you may follow the procedure previously outlined, or contact the Graduate School in G-1 Communications.-
The Department of History Diversity Committee initiates and facilitates an ongoing conversation about diversity, proposes measures to address institutional disparities, and also serves as a confidential resource for students, staff, and faculty who have concerns related to climate and diversity. Any member of the department's learning and working community may contact the committee with concerns and questions. https://history.washington.edu/diversity-resources
Rev. September 2024