HIST295 – Lecture 1.1 Notes
HIST295 – Lecture 1.1 - Introduction
Course Overview
Course Code and Lecture Number: HIST295, Lecture 1.1, indicating the specific course and the inaugural lecture in the series.
Location: Queen's University, Room 306A, a specific academic setting for the lecture.
Course Structure: The course is designed in two parts: a lecture-based format this term, transitioning to a seminar next term. This intensive seminar will involve 13 students continuing from the winter term, fostering deeper engagement and discussion.
Textbook: War and Genocide by Doris Bergen. This book is widely recognized as one of the most highly praised and concise histories of the Holocaust, providing a foundational text for the course. It is available for purchase at the university bookstore or as a convenient digital copy.
Syllabus: The syllabus is currently under preparation and will be distributed later in the week, outlining course expectations, detailed schedule, and grading criteria.
Assignments
Total of three assignments designed to assess understanding and analytical skills:
First Assignment: Weighing 25% of the final grade, due in October, likely focusing on initial course concepts or local history research.
Second Assignment: Constituting 35% of the final grade, due in November, expected to cover more complex topics or broader historical analysis.
Third Assignment: The most heavily weighted at 40%, due in December, serving as a comprehensive assessment of the term's learning.
Redesign of Assignments: Due to the increasing influence of Artificial Intelligence (AI) on academic integrity, assignments have been significantly modified. This redesign aims to minimize opportunities for plagiarism and ensure that students engage in genuine research and critical thinking, rather than relying on AI tools for completion.
Research Focus
Local History: For the initial classes, there will be a strong emphasis on local history, offering a tangible connection to broader historical themes. This involves hands-on primary and secondary research methods using local archives and resources.
Discovered Topics: Key areas of localized historical inquiry include:
The historical context of the German Department at Queen's University during the turbulent 1920s and 1930s, specifically investigating the controversial presence of a Hitler apologist within the faculty and the departmental atmosphere during this period.
An in-depth study of a student exchange program between Queen's University and German universities during the Nazi period, exploring the documented attitudes and perceptions of both German and Canadian students towards Hitler and the rise of Nazism.
Historical Context of the Exchange Program
Timeline:
1932: The program initiated prior to Adolf Hitler's ascent to power, reflecting pre-Nazi academic relations.
1933: The program controversially continued after Hitler was appointed Chancellor of Germany, signaling a period of complex international engagement amidst rising political tensions.
1939: The program concluded with the outbreak of World War II, as international relations deteriorated completely.
Controversial Aspects: The persistence of the exchange program is particularly controversial given its continuation through pivotal and increasingly oppressive Nazi-era events. This includes the implementation of the Nuremberg Race Laws (1935), which systematically stripped Jewish people of their rights; major territorial annexations such as Austria and the Sudetenland (1938); and the horrific Kristallnacht pogrom (late 1938). The continuation of the program raises significant ethical questions.
Criticism: There is considerable historical criticism directed at Queen's University, questioning its inaction and suggesting that the institution should have taken a principled stand by boycotting the exchange program in protest against the Nazi regime's escalating agenda and human rights abuses.
Implications of the Course Structure
The redesign of assignments directly addresses ethical considerations in education, especially in light of the temptations presented by AI to complete academic work without genuine effort. This approach underscores the importance of academic integrity.
The course emphasizes fostering emotional investment in studies over using technological shortcuts like AI. This connection highlights the idea that true student success is intrinsically linked to personal integrity, critical engagement, and meaningful effort in academic work, especially when grappling with sensitive historical subjects.
Research Resources
Queen's Journal Archives: This historic student newspaper serves as an invaluable primary resource. It provides a unique window into student life and public opinion during relevant historical periods. The digital archives allow for precise word searches on topics such as Hitler, Nazism, and World War II, revealing contemporary student sentiments, campus debates, and issues surrounding the era.
Suggested Search Terms: Useful terms for research within the archives include “Hitler,” “Nazi Germany,” “student exchange,” “Heil Hitler” mentions, "Jewish students," and specific faculty or student names from the period related to German studies or international relations.
Example of Historical Figures in Context
Professor Heinrich Hahnel: A prominent German professor at Queen's University during the interwar period. He later advanced to esteemed institutions like Yale University. Hahnel was known for his active promotion of German literature, language, and music, including a notable fondness for the works of Richard Wagner.
Richard Wagner: Not only celebrated as a historically influential and famous composer, Wagner is also widely known for his virulent antisemitic writings. His most notorious essay, “Jews and Music” (1850), depicted Jewish people as inherently deceptive, parasitic, and culturally alien despite their long-standing integration into German society. This work significantly contributed to the intellectual underpinnings of German antisemitism.
Historical Impact of Antisemitism
Wagner's Legacy: Richard Wagner's deeply etched antisemitic views and writings profoundly influenced negative perceptions and sentiments towards Jewish communities in Germany throughout the late 19th and early 20th centuries. His work provided an artistic and philosophical framework that normalized antisemitism, despite the Jewish community's long-standing presence and significant contributions to German culture and society.
Dilemma of Appreciation and Morality: The conflict between appreciating an artist's genius and condemning their morally reprehensible views is exemplified by figures like Stephen Fry. His personal struggle with appreciating Wagner’s revolutionary music while simultaneously acknowledging and rejecting the composer’s virulent antisemitism reflects the broader, enduring challenges of reconciling art with the artist's personal ideologies and actions.
Notable Figures Mentioned
Alfred Bader: A profoundly significant benefactor of Queen's University. His personal journey from being a Jewish refugee who fled Nazi Europe to becoming a wealthy and influential philanthropist underscores both the severe struggles faced by Jewish individuals during the era and the eventual triumphs and successes achieved in Canada. Bader's immense contributions to Queen's included the donation of substantial and valuable artwork, enriching the university's cultural heritage.
Racial and Institutional Dynamics
Queen's University’s Record: While the acceptance and subsequent success of Alfred Bader at Queen's were indeed positive stories, the university's record is not without blemish. Historical research has revealed the existence of secret meetings, particularly within the medical school, where discussions revolved around implementing or maintaining Jewish quotas. These discriminatory practices aimed to limit the number of Jewish students admitted. Queen's University largely avoided broader public scrutiny for these practices due to anti-discrimination laws championed and instituted by Joseph Salzburg in Quebec in 1944. These laws made such overt discrimination illegal, prompting institutions to operate more discreetly or cease such practices publically.