J S 304N • Jewish Civ: 1492 To Present
• Bodian, Miriam
Meets TTH 930am-1100am GAR 1.126
(also listed as EUS 306, HIS 306N, R S 313N)
This course deals with Jewish civilization in the period from 1492 (the year of the expulsion of the Jews of Spain) to the present. It will give students a grasp of major trends and episodes in Jewish history in this period, including the rise of eastern European Jewry, Hassidism, emancipation, modern antisemitism, nineteenth-century Jewish nationalism, the development of American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict.
Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.
Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.
Assignments and grading:
Participation (10%), two quizzes (10%), mid-term (30%), final exam (50%).
J S 311 • Israel: Space/Place/Landscape
• Weinreb, Amelia
Meets TTH 800am-930am CLA 0.118
(also listed as ANT 310L, GRG 309, MES 310)
This multidisciplinary, interactive workshop is designed to foster dialog, debate and creative projects between lower-division undergraduate students with interests in Jewish Studies, Middle Eastern Studies, Anthropology, and Geography.
The core component of this class is the final project. Following the introductory unit, teams of students will then propose one site, space, place or landscape in Israel/Palestine to explore in depth, and propose a conceptual framework for doing so. Each team will be responsible for exploring social, cultural, political, phenomenological, aesthetic and affective processes related to the site they have selected. This experimental seminar is for students who want to experience a collaborative learning environment, gain a set of multidisciplinary analytic skills, learn about space in Israel, interact with students who may have different disciplinary and political viewpoints, and want to learn and write about space, spatiality and spatialization.
Hot Middle Eastern breakfast beverages served in class!
J S 311 • Judaism, Christianity, Islam
• Newman, Martha G.
Meets MWF 1000am-1100am CLA 0.112
(also listed as CTI 304, HIS 304R, ISL 311, R S 304)
This course explores the principal beliefs and practices of Jews, Christians and Muslims and the historical development of the religions of Judaism, Christianity, and Islam. In so doing, it will fulfill the Cultural Diversity Flag by increasing your familiarity with the beliefs and practices of different cultural groups in the United States. At the same time, it will provide an introduction to the field of religious studies by exposing you to some of the interdisciplinary methods used to understand religion as a central component of human culture. These will include historical methods, the study of ritual, and the analysis of ideas. Finally, this class has an ethics component that will encourage your reflection about the ways you speak about religion, and the implicit definitions you use, and the implications of these choices for real-life situations.
John Corrigan, Frederick Denny, Carlos Eire, Martin Jaffe, Jews, Christians, Muslims: A Comparative Introduction to Monotheistic Religions (Upper Saddle River: Prentice Hall, Second Edition, 2012)I>clicker+ (this is an electronic device, not a book. If you already have an i>clicker – any model – you do not need to purchase another; check to see if you need new batteries. This syllabus has the pages numbers for the Second Edition. I will post on Blackboard a syllabus with the page numbers for the First Edition. Noted readings can be found on the Blackboard site. Materials will be placed in folders under “Course Documents.”Strongly Recommended:The HarperCollins Study Bible, ed. Wayne Meeks (New Revised Standard Version, also known as NRSV)The Qur’an. Trans. M. A. S. Abdel Haleem. (Oxford, 2004).You do not need to by a Bible or a Qur’an if you already own one. Be aware, however, that translations differ, and we will occasionally discuss the implications of this. On-line resources:The NSRV is also available on line at: http://www.devotions.net/bible/00bible.htm .If you are interested in comparing translations of the (Christian) Bible, see http://ntgateway.com/multibib/bible.htm. For an English (JPS) translation of the Tanakh (Hebrew Bible), see http://www.jewishvirtuallibrary.org/jsource/Bible/jpstoc.htmlFor the Qur’an on line see: http://www.hti.umich.edu/k/koran/browse.html M.H. Shakir, trans. (Tahrike Tarsile Qu’ran, 1983),; to compare translations, see http://www.usc.edu/schools/college/crcc/engagement/resources/texts/muslim/quran/All websites on this syllabus can be found as “hot links” on Blackboard, in a folder under “Course Documents.”
•Class participation: 10% = 100 pts. You will receive 1 point for every i>clicker question you answer. There will be approximately 110 questions over the course of the semester). You will get 10 free points to compensate for lost i>clickers, sick dogs, broken cars, and other unforeseen disasters. No excuses or makeups except for documented absences. •In-class i>clicker quizzes 10% = 100 pts. Expect one question a day, starting Jan 23. There will be at least 35 questions @3pts per question. Again, you will receive at least 5 extra points. No excuses or makeups except for documented absences. •Intellectual journal 20% = 200 pts Graded as acceptable or unacceptable; you get 9 pts per acceptable entry for a total of 20 entries. 20 pts reserved for quality. See below for further information. Due weekly.•Midterm essay 20% = 200 pts Due March 25.•Ritual observation assignment 20% = 200 pts Due April 15•Final Exam 20% = 200 pts. TBA once the exam schedule is posted.
J S 311 • Intro To The Hebrew Bible
• Pat-El, Na'ama
Meets MWF 900am-1000am WAG 201
(also listed as CTI 310, MES 310, R S 313)
This class aims to introduce students to the modern study of the Hebrew Bible. The class will focus on the study of the Bible's history and literature and will explore the main methodologies used in its study. The final goal is to equip students for more advanced classes and research on the Hebrew Bible.
English Bible. The New Oxford Annotated Bible: New Revised Standard Version With the Apocrypha, Oxford University Press. OR: HarperCollins Study Bible: New Revised Standard Version, Harper One. Textbook:Coogan, M. D. (2011). The Old Testament: A Historical and Literary Introduction to the Hebrew Bible. 2nd Edition. New York, Oxford University Press.
25% Class attendance, participation and preparation
25% Final exam
J S 363 • Mysticism In Rabbinic Judaism
• Schofer, Jonathan
Meets TTH 1100am-1230pm CBA 4.346
(also listed as R S 353)
This course examines topics that are arguably at the boundaries of the rational, the natural, and the conscious: Miracles, Magic, Mysticism, Myths, and Dreams. We will focus on texts (in English translation) of Classical Late Ancient Rabbinic Judaism. We will also study works of modern Europe and the United States, including writings by Michel de Certeau, Sigmund Freud, Andre Gorz, and Herman Melville. We will be reading primary sources that reward close and detailed analyses. I will give out handouts and short writing assignments on a regular basis. The payoff for our work will be a glimpse into a radically foreign culture of religious elites – a culture whose thought and practice have shaped the religious life of Jews to the present.
Jack Suggs, et al, eds., The Oxford Study Bible: Revised English Bible with Apocrypha
Primary sources and other readings
First paper (5 pages): 25%
Second paper (5 pages): 25%
Take Home Final Paper, assigned at last lecture of course (10 pages): 50%
Regular attendance, careful preparation of assigned texts, and participation in class discussions are considered to be basic requirements the course
J S 364 • Germany Since Hitler
• Crew, David
Meets MW 330pm-500pm GAR 2.128
(also listed as HIS 350L)
THE PURPOSE OF THE COURSE:
This seminar will analyze the effects of Hitler’s dictatorship upon German society, politics, economy and culture. It will explore the consequences of defeat, occupation, the Cold War and the political division of Germany after 1945. It will also compare and contrast the history and development of East and West Germany in the years between 1949 and 1989. Finally, the course will examine some of the consequences and prospects created by the fall of the Berlin wall in 1989 and the unification of East and West Germany in 1990.
(Books marked with * are available as electronic resources from the UT-Library system at no charge with your UT-EID. Please feel free to read these materials on-line if you prefer.)
*David F. Crew, editor, Nazism and German Society, 1933-1945(London and New York,1995)
Primo Levi, Survival in Auschwitz
*Edit Scheffer, Burned Bridge.How East and West Germany Made the Iron Curtain(Oxford, 2012)
Hanna Schissler,editor, The Miracle Years. A Cultural History of West Germany 1949-1968(Princeton,2001)
Katherine Pence and Paul Betts, editors, Socialist Modern.East German Everyday Culture and Politics(Ann Arbor: The University of Michigan Press, 2008).
*David F. Crew, editor, Consuming Germany in the Cold War(Oxford and New York: Berg, 2003)
Peter Schneider, The Wall Jumper. A Berlin Story (Chicago,1983)
We will also be working intensively with documents and images on this Website
This is a substantial writing component course. You will be required to write three critical essays (6-8 pages each) which analyze the problems posed by selected readings from the above assigned reading list (each of these three essays is worth 20% of your final grade). In addition, you are each required to give in-class reports on two different images from the Website, “German History in Documents and Images” http://germanhistorydocs.ghi-dc.org/home.cfm . Each of these assignments counts for 10% of your final grade. Class attendance and participation count for 20 per cent of your final grade. I will be using the full range of +/- grades.
J S 364 • Introduction To The Holocaust
• Lichtenstein, Tatjana
Meets TTH 330pm-500pm WEL 2.246
(also listed as EUS 346, HIS 362G, REE 335)
This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II. Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture.
Doris L. Bergen, War and Genocide: A Concise History of the Holocaust (New York: Rowman & Littlefield, 2nd edition, 2009)
Steve Hochstadt, ed., Sources of the Holocaust (New York: Palgrave MacMillan 2004)
Marion A. Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany (New York: Oxford University Press, 1998)
Liana Millu, Smoke over Birkenau (Evanston: Northwestern University Press, 1986)
Gitta Sereny, Into that Darkness: An Examination of Conscience (New York: Vintage Books, 1983)
Attendance and Participation 15%
In-class test I incl. map quiz 10%
In-class test II 10%
Essay I Kaplan 10%
Essay II Millu 15%
Essay III Sereny 20%
Final Exam 20%
J S 364 • Jewish Diaspora Amers/Palestin
• Klor, Sebastián
Meets TTH 1100am-1230pm CLA 0.118
(also listed as HIS 366N, LAS 366, MES 343)
The era of mass migration from Eastern Europe (1881–1914) has long been the topic of extensive, in-depth historiographical discussion. Numerous research studies have addressed various aspects of it from a variety of perspectives. From this corpus have emerged two parallel but completely different historiographical approaches. The first deals with general Jewish migration to destination countries, especially the United States. The second deals with immigration to Palestine as a unique, exceptional case unlike other Jewish migration at the time.
The main goal of the present course is to emphasize the common denominator, between those who arrived to Palestine at the beginning of the 20th century, to those who arrived at the US and Argentina during the same period of time. A few of the research topics to be discussed during the course are: the decision to emigrate (to which country of destination); the role of the Zionist ideology in the migration process; the socio- demographic profile of the Jewish immigrants; what obstacles did the migrants encounter in acting on their decision, and how did they overcome them, if at all?
- Lecture questions, 5%
- Class participation, 10%
- Quizzes, 20%
- 2 Assignments, 25%
- Final exam, 40%
J S 364 • Jews In American Entertainment
• Ernst, Christopher
Meets TTH 200pm-330pm CAL 21
(also listed as AMS 370, HIS 350R)
This course explores the vital role played by commercial amusements such as theater, Broadway, radio, television and film in creating American culture. From the middle of the nineteenth century to the present day, Jews have helped shape this culture of entertainment—and in so doing, profoundly influenced American identity. Students will examine the representations and performance strategies of Jewish Americans through the lens of public entertainment. We will focus on how Jews, as actors and actresses, writers and composers, singers and celebrities, producers and directors have negotiated their Jewish identity within the larger society. Students will gain an understanding of how Jews have used the entertainment industry as a forum for grappling with important questions of American identity.
Throughout the course, we will read cutting-edge scholarship and analyze compelling primary sources. Students will become adept at interpreting images, deconstructing texts, evaluating historical evidence and writing historical essays.
Most readings will be available through Blackboard under Course Documents. Please note that some readings will be links to websites and other material will be accessed online through University of Texas Libraries.
Attendance and class participation 30%
Response 1 (1000 words) 10%
Response 2 (1000 words) 10%
Final Essay (2000 words) 35%
J S 364 • The Dead Sea Scrolls
• Kaplan, Jonathan
Meets MWF 100pm-200pm GAR 2.128
(also listed as AHC 330, HIS 364G, MEL 321, MES 342, R S 353D)
For almost seventy years, the discovery of the Dead Sea Scrolls has influenced significantly our understanding of Second Temple Judaism, the formation of the Bible, and the origins of the religious movements of Christianity and Rabbinic Judaism. This course presents an in-depth study of the Dead Sea Scrolls in order to understand better the development of law, interpretation, ritual, messianism, apocalypticism, and prayer in the late Second Temple period. This course will include discussion of the archaeology of the Qumran community, textual production and transmission in antiquity, scribal practices in antiquity, and pseudonymous authorship.
VanderKam, James C. The Dead Sea Scrolls Today. Revised Edition. Grand Rapids: Eerdmans, 2010. Vermes, Geza. The Complete Dead Sea Scrolls in English. London: Penguin, 1998.
Class attendance and participation 10%; Quality of midterm examination 20%; Quality of final examination 30%; Quality of two “5 page papers“ 40%.
J S 365 • Jewish Cuba
• Weinreb, Amelia
Meets TTH 930am-1100am GDC 2.402
(also listed as ANT 325L, LAS 324L)
Jewish Cuba JS, ANT, LAS
9:30am-11:00am TTh GDC 2.402
Cuba has a small Jewish community (between 1,000-1,500) whose origins are presumed to date back to 1492. By some accounts, the contemporary community is dying, and by others, it is vibrant. No matter the assessment, it is a community that has been written about and analyzed disproportionately for its size. As noted Cuban-American Jewish anthropologist Ruth Behar has proposed, Jewish Cuba presents the challenge of focusing on a small community to understand large philosophical and cultural issues: Diaspora, preserving identity in hybridized social worlds, and the concept of home. In learning about Jewish Cuba, students of are not only exposed to a nationally-specific case study in Jewish Latin America, but have the opportunity to study the relationship between state politics and Jewish life, Judaism under communist regimes, religious and linguistic revitalization movements, migration, and cultural survival. To explore these themes and concepts, this course uses scholarly texts and ethnographic accounts, but also personal memoirs, films, photographs, and documentaries about Jewish Cuba.
Core questions we address in the course are: What is Home? What is Diaspora? What is Revolution? How do we write about it?
Note: This course carries a Writing Flag and a Global Cultures Flag.