HST504

Lecture 4 Key Terms

French War Plan XVII

Gallipoli

February Revolution of 1917

Alexander Kerensky

Vladimir Illych Ulyanov  (Lenin)

The October “Revolution” 1917

Treaty of Brest-Litovsk

U-boats

Zimmerman Telegraph

SPD-Social Democratic Party of Germany

Friedrich Ebert

Weimar Republic

Paris Peace Conference 

Treaty of Versailles

Poland, Czechoslovakia, Hungary, Austria, Yugoslavia, Iraq, Syria, Lebanon

November 11, 1918

Armistice of 1918

Congress of Vienna

public opinion

nationalism

United States

Woodrow Wilson

Fourteen Points

self-determination

Georges Clemenceau

Lloyd George

Council of Ten

(Supreme Council)

Council of Four

Vittorio Orlanda

Russia – Soviet Union

League of Nations

collective security (Article 10)

three “P’s” (Punishment, Payment and Prevention)

Schleswig-Holstein

plebiscite

Rhineland

Saar

demilitarized zone

Treaty of Brest-Litovsk

Poland

East Prussia

Polish corridor

Galicia

Lithuania

Latvia

Estonia

financial reparations

Treaty of St. Germain

Rumania

Transylvania

Croatia, Slovenia, Bosnia, and Montenegro

Yugoslavia

Trieste

Brenner Pass

Tyrol

Cameroon, Tanganyika, SW Africa

Syria, Iraq, Jordan, and Palestine

China

Tienamen Square

Chinese Communist Party

Ho Chi Mihn

Indochina – Vietnam

lebensraum

LECTURE  11:       The Final Solution Part 1:  The Decision to Kill National Census (1933 & 1939) Reich Office of Statistics punchcards Hollerith Machine –  Deutsche Hollerrith Machine Gesellschaft (Dehomag)  Reich Registration Order of January 6, 1938 Volkskartei  (“people’s registry”) arbeitsbuch Required middle names:  Sara and Israel Nazis invented new names for Jews to use:   For males:  Faleg, Feibisch, Feisel, Feitelm Feiwel;   for females:  Scharne, Schneidel, Scheine, Schewa, Schlamche, Semche, Slowe, and Sprinzi.  Decree of September 1, 1941  (“Star” Decree) Hans Frank (1900-1946) Governor-General of the Government General (1939-1945) (Generalgouvernement für die besetzten polnischen Gebiete  (General Government for Occupied Polish Territory) Arthur Greiser  (1887-1946) Reichsstatthalter of Wartheland Gau  (like a Gauleiter) kommisarbefehl (Commissar Order) Einsatzgruppen (einsatzkommando) Wannsee conference intentionalism  vs  functionalism moderate intentionalism  vs  ultrafunctionalism Christopher Browning and genocidal consensus: anti-Bolshevik grafting Eugenics model Bureaucratic-technocratic impulse Erich von dem Bach-Zelewski c arbon monoxide gas gas vans Łódź, Warsaw, Minsk, Kovno, Riga, Vilna concentration camp vs annihilation camp (extermination camps)  Chelmno Belzec, Sobibor, Treblinka Trawniki Camp  Hilfswillige (“Hiwis”)  Auxiliary Volunteers Aktion Reinhard “Reinhard Camps” Wannsee Conference  20 January 1942 German Railways Reichbahn Christian Wirth (The “Savage Christian”) Kurt Franz   Willi Metz Hackenholt Institute Paul Blobel – Aktion 1005 — Sonderkommando 1005 Walther Emanuel Funk ( 1890 -1960) Reichsbank Trieste riseria FURTHER READINGS and SOURCES Raul Hilberg, The Destruction of the European Jews, New York: Holmes & Meier, 1985. ( 3 volumes ) Gotz Aly and Karl Neinz Roth, The Nazi Census:  Identification and Control in The Third Reich, Philadelphia:  Temple University Press, 2004. Saul Friedlander, Nazi German and the Jews Volume 1:  The Years of Persecution, 1933-1939, New York:  Harper Collins, 1997 Marion A Kaplan, Between Dignity and Despair:  Jewish Life in Nazi Germany, New York:  Oxford University Press, 1998 Isaiah Trunk,  Judenrat:  The Jewish Councils in Eastern Europe Under Nazi Occupation, New York:  Stein and Day, 1972. Christopher R. Browning, “Beyond ‘Intentionalism’ and ‘Functionalism’: A Reassessment of Nazi Jewish Policy from 1939 to 1941” in Thomas Childers and Jane Caplan (eds), Reevaluating the Third Reich, New York:  Holmes & Meirer, 1993. Christopher R.  Browning, The Origins of the Final Solution:  The Evolution of Nazi Jewish Policy, September 1939-March 1942, (Lincoln/Jerusalem:  University of Nebraska Press / Yad Vashem, 2004. Yaacov Lozowick, Hitler’s Bureaucrats:  The Nazi Security Police and the Banality of Evil,  New York/London:  Continuum, 2000. Richard Rhodes, Masters of Death:  The SS Einsatzgruppen and the Invention of the Holocaust, New York:  Knopf, 2002. Ronald Headland,  “The Eisatsgruppen:  The Question of Their Initial Operations”,  Holocaust and Genocide Studies, Vol. 4, No. 4, pp 401-412, 1989. Yitzhak Arad, Shmuel Krakowski and Shmuel Spector (eds)  The Einsatzgruppen Reports:  Selections from the Dispatches of the Nazi Death Squads, New York:  Holocaust Library, 1989. Yehoshua Buchler, “Kommandostab Reichsfuhrer-SS: Himmler’s Personal Murder Brigades in 1941″, Holocaust and Genocide Studies, Vol. 1, No. 1, pp. 11-25, 1986. Yitzhak Arad, Belzec, Sobibor, Treblinka:  The Operation Reinhard Death Camps, Bloomigton and Indianapolis:  Indiana University Press, 1987. Richard Breitman, The Architect of Genocide:  Himmler and the Final Solution, New York:  Knopf, 1991. Shmuel Spector, “Aktion 1005 — Effacing the Murder of Million, Holocaust and Genocide Studies, Vol. 5, No. 2, pp 157-173, 1990. Jean-Claude Pressac, Auschwitz: Technique and Operation of the Gas Chambers, New York:  Beate Klarsfeld Foundation, 1989. availaible online:   http://www.mazal.org/Pressac/Pressac0011.htm  [Definitive source on gas chambers.] Michael Tregenza, , The ‘Disappearance’ of SS-Hauptscharfuhrer Lorenz Hackenholt: A Report on the 1959-63 West German Police Search for Lorenz Hackenholt the Gas Chamber Expert of the Aktion Reinhard Extermination Camps, http://www.mazal.org/archive/documents/Tregenza/Tregenza01.htm, 2000. Document 4024-PS — Lists of Plunder From Aktion Reinhard victims http://www.deathcamps.org/reinhard/arloot.htm

CHST504 International Relations 1900 – 1945

ESSAY INFORMATION AND SUGGESTED THEMES

Outline

Should consist of one double-spaced page with a description of your proposed essay, an argument if you have one and/or your approach to the subject and the significance of your topic to international relations if not obvious.  (Approximately 250 words.)

A one or two page annotated bibliography should accompany the essay description.  This should consist of the author, title, publisher, city, and year of publication of the book, journal article, or other source and what the source offers for your essay. 

You will be assessed on the uniqueness of you subject and the depth of your sources.  The use of acadmic articles, many of which are available online through the Ryerson Library is encouraged.  (These are not considered “websites.”)   If you are not familiar with academic article databases like JSTOR, go immediately to a librarian at the Ry Library and ask them to show you how to use these databases.  You can access them from home and many (but not all) articles are available for downloading in full text.

You may at any time after submitting a proposal, change your approach, sources, and even completely change your topic but check with me first if you change your topic.

Essays should be 2,500 words in length (approximately 10 pages of 12 pt text double spaced), they should be based on a minimum of five sources (not including course texts), and should not be based on unapproved Internet websites, (2 marks deducted for every Wikipedia or like citation), encyclopedias, course textbook, etc.  If you intend to include websites, provide their URLs in the proposal for approval.  Print material, or primary sources available via an internet website, are not considered “websites.”   

Essays must have a bibliography and preferably footnoted citations in the MLA/Chicago style.  Citations must include a precise page number for every citation.  Essays that do not provide a page number in the citations (or no citations) will be automatically failed.  See Course Outline for preferred citation style and this link for citation formats www.aresearchguide.com/8firstfo.html

The best essays will attempt to resolve some kind of controversy or historical debate and will often feature sources that are contradictory.  As a historian you should critically engage your sources and attempt to resolve these contradictions with your own analysis and opinion.  History is as much interpreting events as recounting events of the past—why and how things happened are as essential to a history essay as an account of when and what happened.  The past is not a “done deal”—it is constantly changing every time it is written about.      

Suggested Essay Themes

Here are a few ideas and themes describing some possible topics for an essay:

 At the turn of the 20^th century:

 How did imperialism OR nationalism OR industrialization shape international relations at the turn of the 20^th century?

 What factors led to the outbreak of the First World War?

 The Great War:

 What were the war aims OR military strategies of the various belligerents in World War I?

 How was the Great War the first truly global conflict?

 The Peace Settlements:

 Why did the Paris Peace Settlement fail to preserve peace in Europe?

 Was the Treaty of Versailles responsible for the outbreak of the Second World War?

 To what extent did self-determination resolve conflicts between nation-states?

 Emergence of Communism:

 What was the impact of the Bolshevik Revolution on international relations in the immediate post-World War I period?

 How did the foreign policy of the Soviet Union shape international relations in the 1920s and 1930s?

 Far East:

 How did the rise of Japanese imperialism shape international relations in the Far East?

 Can the Manchurian Incident be considered a turning point in Far Eastern international relations?

 What were the main causes of the outbreak of the Sino-Japanese War of 1937?

 Rise of Fascism:

 How did the rise to power of Adolph Hitler shape German foreign policy between 1933 and 1939?

 What were the chief goals of the Italian foreign policy under Benito Mussolini? Were any of them achieved?

 Why did appeasement fail to preserve peace in the 1930s?

 Middle East:

 How did the conflicting promises of the Great Powers and the collapse of the Ottoman Empire during World War I shape the post-war settlement in the Middle East?

 Compare and contrast British and French policy in the Middle East in the interwar years.

 World War II:

 What factors contributed to the outbreak of the Second World War?

 Why was Nazi Germany militarily successful in the first two years of the Second World War?

 Compare and contrast the American and Soviet contributions to the allied victory in World War II?

 Foreign Policies:

 Was the United States isolationist in the interwar years?

 Was the widespread policy of appeasement responsible for the outbreak of the Second World War?

 Historical figures and their impact on international relations:

With the permission of the instructor, you can write on any historical figure of your interest:

Arthur Balfour

Edward Benes

Leon Blum

Aristide Briand

Neville Chamberlain

Chiang Kain-Shek

Winston Churchill

Georges Clemenceau

Adolf Hitler

John Maynard Keynes

William Lyon Mackenzie

Lenin

David Lloyd George

Mao Tse-Tung

Benito Mussolini

Nicholas II

Joseph Stalin

Woodrow Wilson

Etc.

Treaties and conferences (impact on international relations):

With the permission of the instructor, you can write on any specific treaty or conference of your interest:

Balfour Declaration

Treaty of Brest-Litovsk

Fourteen Points

Kellogg-Briand Pact

Treaty of Lausanne

Locarno system

Monroe Doctrine

Washington Naval Conference

Etc.

Crises and wars (causes or consequences):

With the permission of the instructor, you can write on any war, crisis or conflict of your interest:

Sino-Japanese War

Balkan Wars

Boxer Rebellion

Corfu Crisis

Dreyfus Affair

International Monetary Fund

Ruhr Crisis

Sino-Japanese War

Etc.

SEMINAR 1 READINGS

Lieber, Keir A. (Keir Alexander), 1970- The New History of World War I and What It Means for International Relations Theory

International Security – Volume 32, Number 2, Fall 2007, pp. 155-191

Trachtenberg, Marc Reparation at the Paris Peace Conference

The Journal of Modern History, Vol. 51, No. 1,  Mar., 1979, pp. 24-55

Antebellum United States Part III  (1857-1861) continued   Presidential Election of 1860 Constitutional Union Party Southern Democrats Northern Democrats Republicans Edward Bates William Seward Salmon Portland Chase Republican Nomination Convention Chicago John J. Crittenden Peace Convention Crittenden Compromise Confederate States of America (CSA) Jefferson Davis Baltimore Plot Lincoln Inauguration Speech

Harper’s Ferry John Brown Jefferson Davies Fort Sumter Robert Anderson Gustave Toutant Beauregard Robert E. Lee Winfield Scott Benjamin F. Butler 1st Battle of Bull Run – Manassas Thomas “Stonewall” Jackson William Tecumseh Sherman Ulysses S. Grant George McClellan

HISTORY OF THE THIRD REICH  HST 603 Course Info – Schedule – Texts – Requirements

(Winter Session 2007)  Instructor:  Peter Vronsky Lectures:     Section 011:   Monday 11:00AM – 1:00PM (LG05) & Wed.  9:00-10:00AM (Business (Bay-Dundas St) 3129) Lectures:     Section 021:   Monday 11:00AM – 1:00PM (LG05) & Friday 9:00-10:00AM (RCC203) Lectures:     Section 031:   Monday   1:00PM – 3:00PM (POD368) & Friday 2:00- 3:00PM (KHW061) Lectures:     Section 041:   Wednesday   12:00 – 2:00PM (SHE660) & Friday 3:00- 4:00PM (KHW061)                   *Click on section name for any special section announcements. Office Hours:     JOR 501   T.B.A.; or by appointment Phone:              979-5000 ext. 6058

Course Description:

More than sixty years after its destruction by the Allied armies, Hitler’s Germany still manages to arouse both controversy and curiosity. Was the Nazi state rooted in the German past, or rather the product of modern crises that could overwhelm any nation? This course combines a chronological, biographical and thematic approach to explaining the history of the Third Reich.  The course covers Germany’s historical roots leading to the emergence of the National Socialist Party, the seizure of power by Hitler and his henchmen, the rise and fall of the Third Reich’s totalitarian-racial police state and Nazi criminality in diplomacy, warfare, occupation policy and genocide.   (one semester, upper-level liberal study) 

WARNING:  :  Lectures will sometimes feature graphic images that some may find disturbing.

Tentative Lecture Subjects: History of the Third Reich – Introduction & Course Outline and Requirements – Rome and Germania – Armanius to Hermann: A Brief History of Germany, the Germans and the Myth of the Volk in the Third Reich – The Holy Roman Empire – Martin Luther – the Thirty Year War – the Treaty of Munster – the Rise of Prussia – Napoleon – Wars of Independence – “Father” Jahn as Germany’s first storm trooper – The Third Reich as counter-civilization Roots of the Third Reich  1871 – 1919 The Second Reich – War With France 1870-71 – Emancipation of the Jews – The German Military Establishment – World War One  Adolf Hitler Part 1: Portrait of an Artist as a Young Man – The November Revolution -Weimar Republic -Versailles Treaty – NSDAP Founding – The Twenty-Five Points  Struggle for Power 1920 – 1932   Adolf Hitler Part 2:  From Corporal to Fuhrer  –  Beer Hall Putsch – the writing of Mein Kampf –  Dissent and Challenge in the Party – Weimar Germany 1920 – 1930 – Electoral Politics – who promoted Hitler? – Adolf Hitler Pt. 3:  The Fall and Rise of the Fuhrer – Henchmen Part 1:  (Hess; Goebbels; Rosenberg) “Seizure” of Power – 30 January 1933 – 1934 The Making of Hitler as Chancellor – who backed and bankrolled Hitler?  Burning the Reichstag – The Fuhrer Principal – Emergency Decrees and the Enabling Act – the founding of the Gestapo – the “wild camps” – Night of the Long Knives – Seizing Power Henchmen Part 2: (Göring; Röhm; Frick)  Nazi Consolidation of Power   1934 –1936  Foreign Policy: Nazi failure in Austria – Saar – Rhineland –– relations with Italy – the unmaking of Versailles – rebuilding the German war machine – skipping out on the reparation payments  The Making of the Police State – SS RSHA – Dachau and concentration camp system – Purging the high command – Nazi Myth and Ritual  Henchmen Part 3: (Himmler; Heydrich; Eicke) Revolutionary Germany:  The Making of the Totalitarian Racial State 1933-1939 Transforming society: labour unions – women – ecology – sports – movies – homes – architecture – culture – technology – welfare.  A brief history of antisemitism – Social Darwinism and new German nationalism  – the racial laws – Kristallnacht – expropriation – the refugee problem – Henchmen Part 4: (Speer; Eichmann; von Schirach, Reifenstahl)    Foreign Policy:  From Appeasement to Blitzkrieg 1936-1941     Canada and The Third Reich – Prime Minister Mackenzie-King’s meeting with Hitler – Spanish Civil War – success in Austria – Sudetenland – “last territorial demands” – Czechoslovakia – Hitler-Stalin Pact  1939:  the Polish Campaign – 1940: Norway, Denmark, France, Belgium, Luxembourg, and France – The Myth of the Blitzkrieg – The Battle of Britain – Henchmen Part 5: (von Ribbentrop; Streicher; the German Generals)  Nazi Conspiracy and Aggression:  War and the Seeds of Genocide 1933 – 1941 Eugenics – T-4 Medical Killing – German Occupation Policy in Poland – the Ghetto – Campaigns in the Balkans – North Africa – Henchmen Part 6:  (Frank, Bormann, the Doctors)     The Third Reich in Total War:  1941 – 1943 Operation Barbarossa – Moscow – Leningrad – General Mud & General Winter – counterattack – the second summer in Russia 1942 – Stalingrad – Totalenkrieg – the turning points – Kursk – Italy – Espionage – German Occupation Policy East vs West:  Night & Fog – the Axis partners –  the war at home  The Final Solution 1941 – 1945 Genocide of Jews, Slavs, Poles and Gypsies – Einsatzgruppen mobile killing units and university degrees –  Wansee Conference – mobile gas vans – the liquidation of the ghettos – Operation Reinhardt – the technique and operation of the gas chambers – slave labour – the kingdom of Auschwitz – endgame in Trieste Henchmen Part 7:  (The Ordinary Men: Sergeant Lorenz Hackenholt; Willi Metz; Kurt Franz) The Decline Fall of The Third Reich 1944 – 1945 D-Day – France – Battle of the Bulge – Collapse in the East – Resistance to Hitler in Germany – Assassination Plots – the fall of Himmler and Göring – Warsaw – Budapest – Vienna – Berlin – the “secret” surrender in Italy – the suicides of Goebbels and Himmler – the death of Adolf Hitler and the collapse of the Third Reich  Aftermath  1945 – 2005 The making of the word “genocide” – Nuremberg – War Crimes and Crimes Against Humanity – The Ratlines – US Intelligence and the Nazis – the brothers John and Alan Dulles and IG. Farben – the Waffen-SS comes to Sudbury, Ontario – Neo-Nazism – Holocaust denial – the genocidal mentality – genocide today and lessons from the Third Reich Henchmen Part 8:  (The Fugitives: Adolf Eichmann, Joseph Mengele; Klaus Barbie)

SEMINARS:  Four one-hour seminars will be scheduled during the semester.   Discussion will be based on lecture and assigned reading materials.  Participation is mandatory and worth 15% of the final grade based on attendance and quality of participation.   The groups will meet on seminar days as follows: Weeks of:  February 6; March 5;  March 26 Monday:         3:00 PM;  4:00 PM;  Wednesday: 10:00 AM; 11:00 AM;  2:00 PM; 3:00 PM Friday:         10:00 AM; 11:00 AM; 12:00 PM  Seminar group assignment will be by ballot via e-mail.

Course Texts: (available from the Ryerson bookstore or the used bookstore) 

D.G. Williamson, The Third Reich (3rd Edition) (London & New York: Pearson Education, 2002.)  ISBN 0582368839

Anthony Read, The Devil’s Disciples:  Hitler’s Inner Circle, (New York: W. W. Norton & Company, 2003)

ISBN 0393326977  

Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (2nd Edition) (New York: HarperPerennial, 1998.)   ISBN 0-06-099506-8

Marking Scheme and Assignment/Test Dates :

Term Test: Essay Proposal Essay Final Exam Seminar Participation

15 %  (Week of February  12 – in class. ) 10 %  (Week Feb 26) 30 %  (Week Mar 19) 30 %  (April 16-29 TBA) 15 %

Assignments:

Essay:  A topic of your choice pertaining to the Third Reich.  Come see me if you need help or advise in choosing your topic.

There are two aspects of this essay:

• Prior to writing your essay, you will submit two copies of a one page outline that clearly defines your approach and a proposed annotated bibliography that describes your sources and their relevance to your essay.  You will be marked on the basis of originality and specificity of your subject matter and the depth and currency of your sources.  Due date for your proposal is Week of Feb 26 This is worth 10% of your grade.

• Write an essay of 2,500 words based on a topic of your choice pertaining to the history of the Third Reich.  This is due Week of March 19  by end of class and is mandatory for all students. A copy of the essay is to be e-mailed to me.  It is worth 30% of your final grade. 

 
Submission of Essays:

Essays must be typed. If this is a problem, please speak to me. Students should hand essays in directly to an instructor. Late essays may be placed in the essay box on the fifth floor of Jorgenson Hall with my name clearly on them. Do not slide essays under my office door. Students are responsible for ensuring that their essays have been received. Please keep copies of your work.

Deadlines and Penalties

Late work will be penalized by the deduction of 2% per day, including weekends. Extensions may be granted on medical or compassionate grounds. Students requesting an extension should submit a written request to me before the deadline. If this is not possible, students should be prepared to provide appropriate documentation relating to the extension request (i.e. doctor’s note). No late work will be accepted after the last day of classes in the term.

References

Essays MUST contain proper references, either in the form of footnotes or end notes, which include in the first citation the author, place, and date of publication of the work cited, as well as the correct page number. As a general rule, references should be given for direct quotations, summaries or paraphrases of other people’s work or points of view, and for material that is not widely known or accepted. WHEN IN DOUBT, IT IS BETTER TO PROVIDE A REFERENCE. There are several acceptable citation formats, but please make sure you follow one! Improper citations will result in lost marks. For example, here is an acceptable foot/end note.

Jane Doe, The ABC’s of History (Toronto: 123 Publishers, 1997), pp. 20-23.

Bibliographies

Essays MUST provide bibliographies of all works consulted, whether or not they have been quoted directly. An inadequate bibliography (for assignments as long as those above) is one which contains less than four books or articles related to the topic, or books which are entirely general work or texts. Dictionaries, atlases and/or encyclopedias DO NOT count towards this minimum number of sources, and their inclusion should NOT be considered as constituting research. An example of a bibliographic citation is as follows:

Smith, John.  History Rules (Toronto: 123 Publishers, 1997).

Deduction of Marks

The evaluation of your research, content, and argumentation is of primary concern in marking. Equally important is the syntax or structure of your work. Marks will be deducted from work containing excessive grammar/spelling mistakes, which is excessively long or inadequately short, or which fails to provide proper footnoting/bibliography. Be sure to edit and check your work carefully. Do not simply rely on your computer’s spelling or grammar check. Grounds for Failure

Essays which do not supply proper and adequate references and bibliographies will be failed. Any written work that quotes directly from other material without attribution, or which paraphrases extensive tracts from the works of others, is plagiarized. It will receive no marks and there will be no chance to resubmit. Please consult the Ryerson academic calendar for further information on plagiarism. If you have any questions or doubts about how to cite material, please feel free to contact me.

Academic Integrity

For additional help, Ryerson now offers the Academic Integrity Website at www.ryerson.ca/academicintegrity. This offers students a variety of resources to assist in their research, writing, and presentation of all kinds of assignments. It also details all dimensions of Academic Misconduct and how to avoid it. It was put together by a team representing the Vice President Academic, faculty, the library, Digital Media Projects, and Student Services.

Course Evaluation:

You will have an opportunity to evaluate this course in class in the two hour block of your class in late March.  Any changes to this will be announced in advance in class. A volunteer from the class will be asked to help administer the evaluation. All students are strongly encouraged to participate in the evaluation.

 

• Geneva Disarmament Conference

• League of Nations

• non-aggression treaty with Poland  (Jan 26, 1934)

• Joachim von Ribbentrop (1893 – 1946)

• Dienststelle Buro Ribbentrop

• Engelbert Dollfuss

• Vienna Putsch  (July 25, 1934)

• Kurt von Schuschnigg

• Saar Reunion Plebiscite   (Jan 13 1935)

• Stressa Front  (

• Hitler’s “Sunday Surprises” 

• Rhineland Remilitarization March 7, 1936            

• Spanish Civil War  July 1936

• Condor Legion

• International Brigades –

  Mackenzie-Papineau Brigade

• Guernica by Pablo Picasso 

• International Brigades – Mackenzie-Papineau Brigade

• Italy and Germany sign a secret pact.  Germany signs with Japan – the Axis is established

• Prime Minister Mackenzie-King meets Hitler (

• Italy and Germany sign official non-aggression pact.   

• Werner von Bloomberg – Minister of Defense – and Werner von Fritsch – commander and chief – both purged (February 4 1938

•  Anschluss

• Sudetenland — Sudeten Germans
• Prime Minister Neville Chamberlain
• Hitler’s “last territorial demand”
• Independent Slovakia (March 14, 1939)

• Czech Reichsprotektorate (March 15, 1939) (Bohemia & Moravia Reichsprotektorate)

• Hitler Stalin Non-Aggression Pact  (August 23, 1939)

  FURTHER READINGS and SOURCES

Mackenzie-King Diary Entries for Meetings with Goring and Hitler [internet link]  Mackenzie-King Memorandum on his meeting with Hitler  [internet link] 

Prime Minister Mackenzie-King Diaries Online – Canada Archives  [internet link]

  Prime Minister Mackenzie-King in Berlin on a private visit –  June 1937

Making friends with Hitler : Lord Londonderry, the Nazis, and the Road to World War II  Kershaw, Ian  

Penguin Press, 2004.

  Nazi Foreign Policy, 1933-1941:The Road to Global War  Leitz, Christian, Routledge, 2004.

Hitler’s Foreign Policy 1933-1939 : The Road to World War II 

Weinberg, Gerhard L. Enigma, 2004. 

What Hitler Knew : The Battle for Information in Nazi Foreign Policy 

Shore, Zachary  Oxford University Press, 2003.

The Diplomacy of the “New Order” : The Foreign Policy of Japan, Germany and Italy: 1931-1945 

Stam, Arthur  Aspekt, 2003. 

Ribbentrop 

Bloch, Michael  Abacus, 2002. 

The Rise and Rise of the Third Reich : Nazi Foreign Policy 1933-1939 

Haigh, R. H. Sheffield  Hallam University, c2001

The Chamberlain-Hitler Collusion 

Leibovitz, Clement Merlin Press ; c1997.

Germany and Europe, 1919-1939 

Hiden, John   

Longman, 1993.

CHST 504

FROM WAR TO WAR:  INTERNATIONAL RELATIONS 1900-1945

Course Outline – Spring 2008

INSTRUCTOR:                    Peter Wronski

INSTRUCTOR OFFICE:    JOR 510                   

INSTRUCTOR PHONE:    (416) 979-5000 x.6058                      

INSTRUCTOR E-MAIL:    pwronsky@ryerson.ca  [best way to contact]                                  

WEBSITE:                            http://www.petervronsky.com/intrelations.htm    OR www.russianbooks.org/intrelations.htm

LECTURES:                         Mondays, 1:00 – 4:30 P.M.  POD358

The Chang School Office Hours:      Mon-Thurs  8:00am – 7:00pm

Phone:  (416) 979-5035                      Friday           8:00am – 4:30pm

COURSE DESCRIPTION / OBJECTIVE:

The two World Wars between 1900 and 1945 have transformed our world. In 1900 Europe dominated international relations; since then we have seen the rise of the superpowers of the United States and the Soviet Union, and a shift in power to the non-European world of Asia, Africa and Latin America. This course examines the causes and significance of these changes. Topics include political, economic and military factors, war-making and peace-keeping. (Upper-level liberal studies elective)

TEXTS:          The Ebbing of European Ascendancy:

                         An International History of The World 1914-1945, Sally Marks,
                        New York: Arnold Publishers, 2002

METHOD OF STUDENT EVALUATION:          

Mid-Term Test:                        15%    May 21                       

Essay Proposal (250 words):   10%     May 21

Essay (2500 words):                30%    June 9

Final Exam:                              30%    June 16

Seminars:                                 15%    May 28; Jun 4; Jun 11

METHOD OF INSTRUCTION:       Lecture & Seminar
 

SEMINARS:  Four one-hour seminars will be held in the semester based on lecture material and assigned readings:  May 28; Jun 4; Jun 11.  Attendance is mandatory.  Seminar mark is 15% of the final grade and based on attendance and quality of participation.

Assignments:

Essay:  A topic of your choice pertaining to the International Relations 1900-1945. Suggested topics are posted on the website.  Contact me if you need further help or advise in choosing your topic.  The essay should be based on at least six sources, not including the course text book (but seminar readings are acceptable.)

There are two aspects of this essay:

·         Prior to writing your essay, you will submit a one page outline that clearly defines your approach and a proposed annotated bibliography that describes your sources and their relevance to your essay.  You will be marked on the basis of originality and specificity of your subject matter and the depth and currency of your sources.  Due date for your proposal is May 21.   This is worth 10% of your grade.

·         Write an essay of 2,500 words based on a topic of your choice pertaining to this course.   This is due June 9, by end of class and is mandatory for all students.      It is worth 30% of your final grade. Only those essays, which are handed in on the due date in lecture, will be guaranteed to be returned marked on the day of your final exam.

Submission of Essays:

Essays must be typed. If this is a problem, please speak to me. Students should hand essays in directly to the instructor.  Late essays may be e-mailed in to secure a submission date and a hard copy dropped off at the essay submission box at the History Department on the 5^th floor of JOR or submitted to me in lecture.  Students are responsible for ensuring that their essays have been received. Please keep copies of your work. 

Deadlines and Penalties

Late work will be penalized by the deduction of 2% per day, including weekends. Extensions may be granted on medical or compassionate grounds. Students requesting an extension should submit a written request to me before the deadline. If this is not possible, students should be prepared to provide appropriate documentation relating to the extension request (i.e. doctor’s note). No late work will be accepted after the last day of classes in the term.

References:

Essays MUST contain properly formatted references, in the form of Chicago style footnotes at the bottom of each essay page (as in the McPherson text book), which include in the first citation the author, place, and date of publication of the work cited, as well as the correct and exact page number, and for every subsequent citation, author and page number.  Essays with no specific page reference for every citation will be failed.  As a general rule, references should be given for direct quotations, summaries or paraphrases of other people’s work or points of view, and for material that is controversial or obscure. WHEN IN DOUBT, IT IS BETTER TO PROVIDE A REFERENCE.

See:  http://www.aresearchguide.com/7footnot.html for a guide to this style of citations.

This is an example of the required style for citations: 
 

Jane Doe, The ABC’s of History (Toronto: Ontario Publishers, 1997), pp. 20-21.

Jane Doe, p. 23

Bibliographies:

Essays MUST provide bibliographies of all works consulted, whether or not they have been quoted directly. An inadequate bibliography (for assignments as long as those above) is one which contains less than four books or articles related to the topic, or books which are entirely general work or texts. Dictionaries, atlases and/or encyclopedias DO NOT count towards this minimum number of sources, and their inclusion should NOT be considered as constituting research. An example of a bibliographic citation is as follows:

Smith, John.  History Rules (Toronto: Ontario Publishers, 1997).

Deduction of Marks

The evaluation of your research, content, and argumentation is of primary concern in marking. Equally important is the syntax or structure of your work. Marks will be deducted from work containing excessive grammar/spelling mistakes, which is excessively long or inadequately short, or which fails to provide proper footnoting/bibliography. Be sure to edit and check your work carefully. Do not simply rely on your computer’s spelling or grammar check

.

Grounds for Failure

Essays which do not supply proper and adequate references and bibliographies will be failed.  Any essay with citations without individual, specific page references for each citation, will be failed with no opportunity to resubmit. Any written work that quotes directly from other material without attribution, or which paraphrases extensive tracts from the works of others, is plagiarized. It will receive no marks and there will be no chance to resubmit. Please consult the Ryerson academic calendar for further information on plagiarism. If you have any questions or doubts about how to cite material, please feel free to contact me.  No essays will be accepted after the last lecture day (December 3.)

Academic Integrity

For additional help, Ryerson now offers the Academic Integrity Website at www.ryerson.ca/academicintegrity. This offers students a variety of resources to assist in their research, writing, and presentation of all kinds of assignments. It also details all dimensions of Academic Misconduct and how to avoid it. It was put together by a team representing the Vice President Academic, faculty, the library, Digital Media Projects, and Student Services.

NOTE: Every effort will be made to manage the course as stated. However, adjustments may be necessary at the discretion of the instructor. If so, students will be advised and alterations discussed in the class prior to implementation.

MISSED TERM WORK OR EXAMINATIONS:

Exemption or deferral of a term test or final examination is not permitted except for a medical or personal emergency. The instructor must be notified by e-mail prior to the test and appropriate documentation submitted. For absence on medical grounds an official student medical certificate must be provided. This may be downloaded from the Ryerson website at www.ryerson.ca/rr or picked up from The Chang School Office, Room JOR100.

Absence from mid-term examination or tests:

§  Instructor must be notified by e-mail before the test

§  Documentation must be presented at the next class

§  Depending on course policy, the instructor may arrange a makeup or re-weigh the course requirements

Absence from final exam:

§  Instructor must be notified by e-mail before the examination.

§  Documentation must be presented at The Chang School Office, Room JOR100, within three working days.

§  If the majority of the course work has been completed with a passing performance, and the documentation is acceptable, an INC grade will be entered by the instructor. An INC grade will not be granted if term work was missed or failed.

§  The final examination must be written within four months after the submission of the incomplete grade. Failure to do this will result in an F grade.

§  It is the student’s responsibility to contact The Chang School Office at least two weeks prior to the end of the following academic term to arrange to write the final exam.

COURSE REPEATS:

Academic Council GPA policy prevents students from taking a course more than three times.  For complete GPA policy see Policy #46 at http://www.ryerson.ca/acadcouncil/policies.html.

HST504

Lecture 1 Key Terms

“declineism”

Gross National Product—GNP

Napoleon

Battle of Waterloo

Great Powers 1914

·        Great Britain

·        France

·        Germany

·        Russia

·        Austria-Hungary

·        United States

Italy

Japan

homo sapiens

cuneiforms

civilization

agriculture

state formation

ancient empires

Western Civilization

wars of religion

Thirty Years’ War 1618-1648

Treaty of Westphalia 1648

Louis XIV

dynastic wars

French Revolution 1789

“citizenship”

nationalism

ideological wars – revolutionary wars

Napoleonic Wars

Congress of Vienna 1815-1816

Concert of Europe (Congress System)

Metternich system

The Four Great Industrial Wars

• The Crimean War 1854-1856

• American Civil War 1861-1865

• Austro-Prussian War 1866

• Franco-Prussian War 1870-1871

Entente

Central Powers

Turkey/Ottoman Empire

“The Sick Man of Europe”

British Navy

Industrial Revolution

British liberalism

European autocracy

ideological gap

colonial expansion

imperialism

“Road to India”

Tsar Nicholas I

“gendarme of Europe”

serf

Tsar Alexander II

Emancipation of the Serfs

The People’s Will

Tsar Nicholas II

LECTURE  8  PART  I    

A Brief History of Antisemitism

antisemitism vs Anti-Semitism [LINK]

Antisemitism ·        Primitive classic ·        Fratricidal ·        Christian redemptive ·        Secular racist ·        Nationalist eliminationist ·        National Socialist exterminationst

Apollonius Molon, The Diatribe Against the Jews  (120 BCE)

Hellenization

Second Temple

Masada

Arch of Titus

zealots

Constantine

Council of Nicaea, 325 CE 

anti-Jewish canonical laws

Martin Luther  Concerning the Jews and Their Lies  (1543)

Napoleon

Emancipation of the Jews

Wilhelm Marr Der Weg zum Siege des Germanentums über das Judentum (The Way to Victory of Germanicism over Judaism) 1879

SOURCES MENTIONED IN LECTURE

Rosemary Radford Ruether, Faith and Fratricide:  The Theological Roots of Anti-Semitism, New York:  Seabury Press, 1974.

Rosemary Radford Ruether, in Eva Fleischner (editor),“Antisemitism and Christian Theology”, in Auschwitz:  Beginning of a New Era? New York:  KTAV Publishing, 1977.

Kenneth Stow “Hatred of the Jews or Love of the Church:  Papal Policy Towards the Jews in the Middle Ages” in Shmuel Almog (ed), Antisemitism Through the Ages, New York:  Pergamon Press, 1988.

Goldhagen, Daniel Johan, Hitler’s Willing Executioners:  Ordinary Germans and the Holocaust, New York:  Alfred A. Knopf, 1996  

Gordon, Sarah, Hitler, Germans and the “Jewish Question”, Princeton, NJ:  Princeton University Press, 1984.

Volkov, Shulamit, “The Written Word and Spoken Word:  On the Gap Between Pre-1914 and Nazi Anti-Semitism” in Furet, Francois, (ed), Unanswered Questions:  Nazi Germany and the Genocide of the Jews, New York:  Schocken Books, 1989. pp. 33-53

ADDITIONAL READINGS

Becker, Elizabeth, When The War Was Over:  Cambodia’s Revolution and the Voices of its People, New York:  Simon & Schuster, 1986

Burleigh, Michael, Death and Deliverance: ‘Euthanasia’ In Germany 1900-1945, Cambridge:  Cambridge University Press, 1994. 

Frend, W.H.C, Martydom and Persecution in the Early Church:  A Study of Conflict from the Maccabees to Donatus, Oxford: Basil Blackwell, 1965.

Furet, Francois, (ed), Unanswered Questions:  Nazi Germany and the Genocide of the Jews, New York:  Schocken Books, 1989.

Gordon, Sarah, Hitler, Germans and the “Jewish Question”, Princeton, NJ:  Princeton University Press, 1984

Gourevitch, Philip, We wish to inform you that tomorrow we will be killed with our families:  Stories From Rwanda, New York:  Farrar, Straus and Giroux, 1998

Gramal Hermann, Antisemitims in the Third Reich, London:  Blackwell, 1988.

Grant, Michael, The Jews in the Roman World, London:  Phoenix, 1973. 

Heer, Friedrich, God’s First Love:  Christians and Jews Over Two Thousand Years, London:  Phoenix, 1970. 

Hilberg, Raul, The Destruction of the European Jews, New York: Holmes & Meier, 1985.

Hsia, Po-Chia R., The Myth of Ritual Murder:  Jews and Magic in Reformation Germany, New Haven:  Yale University Press, 1988.

International Military Tribunal, Trials of the Major War Criminals, Washington, D.C.: 1947-49.

Kuernemud, Richard, Arminius or the Rise of a National Symbol in Literature From Hutten to Grabbe, Chapel Hill, NC:  University of North Carolina, 1953.

Küng, Hans, Judaism: Between Yesterday and Today, New York:  Crossroad, 1992.

Lindemann, Albert S., Esau’s Tears:  Modern Antisemitism and the Rise of Jews, Cambridge:  Cambridge University Press, 1997. 

Littell, Franklin H., The Crucifixion of the Jews, New York:  Harper & Row, 1975.

MacLennan, Early Christian Texts on Jews and Judaism,  Atlanta GA:  Scholars Press, 1990.

Oberman, Heiko A., The Roots of Anti-Semeitism In the Age of Renaissance and Reformation, Philadelphia:  Fortress Press, 1981.

Olster, David M., Roman Defeat, Christian Response, and the Literary Construction of the Jew, Philadelphia:  University of Pennsylvania Press, 1994.

Proctor, Robert N., Racial Hygiene:  Medicine Under the Nazis, Cambridge, MA:  Harvard University Press, 1988

Ruether, Rosemary Radford, Faith and Fratricide:  The Theological Roots of Anti-Semitism, New York:  Seabury Press, 1974. 

Sax, Boria, Animals in the Third Reich:  Pets, Scapegoats, and the Holocaust, New York:  Continuum, 2000.

Schama, Simon, Landscape and Memory, New York:  Vintage Books, 1995.

Schellhase, Kenneth, Tacitus in Renaissance Political Thought, Chicago:  University of Chicago Press, 1976

Steinman, Lionel B., Paths to Genocide: Antisemitism in Western History, New York:  St. Martin’s Press, 1998.  

Weiss, John, The Ideology of Death:  Why the Holocaust Happened in Germany, Chicago:  Ivan R Dee, 1996.

Weomreich, Max, Hitler’s Professors:  The Part of Scholarship In Germany’s Crimes Against the Jewish People, New Haven:  Yale University Press, 1999.

Wilken, Robert L.,  Judaism and the Early Christian Mind,  London:  University of Oxford Press, 1971.