ࡱ> ` }Dbjbjss yT<(Tf >E>E>EEDFzuyhFF(FFFGGGrrrr;rux$zhE}Py[TGG[T[TyFF/yYYY[T4FFrY[TrYYR:mqFF mO%>ETlprEy0uyp}U}<q}qGKYwNDPGGGyyYGGGuy[T[T[T[Tzzz(>Ezzz>E.b   HISTORY 396: TOPICS IN HISTORY WORLD WAR II SEEN THROUGH MODERN EYES 3 Semester Hours T, 7:10-9:50 pm James V. Koch Board of Visitors Professor of Economics Constant Hall 2042 (at the Webb Center end, 2nd floor) ph. 683-3458 (O); 623-2923(H) e-mail: Jkoch@odu.edu Web Site: http//www.odu.edu/~jkoch (Click on WW II and Save It) Office Hours: TWR, 9:30-11:30 a.m. World War II was the greatest military conflict of all time. At least 60 million human beings lost their lives during or directly after the war. It shaped the world in which we now live--politically, socially, economically, militarily. Numerous events during the last few years are the product of World War II. Obvious examples include the Berlin Wall and German unification, Swiss bankers' use of Nazi assets, divided Korea, and the hostile reaction of the Chinese government to Japans remembrance/celebration of that countrys participation in the war. Perhaps less obvious, but equally important, are the large scale entry of women into the labor force, the racial integration of American society, and the impact of the GI Bill upon higher education. This course will focus upon the war itself--what happened--but also link those events to the world we see today. There are five reasons why a reexamination of World War II as a set of historical events is more profitable now than it might have been twenty years ago. First, nearly all of the major participants in the war now are deceased. While it is a significant disadvantage that we are no longer able to talk with them, it also means current discussions no longer are influenced by the sometimes self-serving recollections of participants, particularly at the level of command. This will also afford the opportunity to talk about how history ultimately is written and what the role of participants is or should be in that process. Second, the demise of the Cold War has opened new sources of information, especially those in the former Soviet Union. A prominent example is Antony Beevors, The Fall of Berlin, 1945, which presents important new information on that climactic episode of the war in Europe. Third, important revelations concerning code breaking and message interception that bear on the ultimate conduct of the war have come to light as the ULTRA and MAGIC projects have been given publicity. Fourth, sophisticated computer software now is available that enables us to undertake counterfactual "what if" experiments concerning the critical wartime decisions. Fifth, using the advantage of hindsight, we now have the capability to undertake a more precise assessment of major societal/world developments that either were begun or were accentuated by the war, including rapid American industrialization, migration to California, the movement of African-Americans out of the south, racial integration, permanent increases in the proportion of women in the labor force, changing sex mores, the end of colonialism, the creation of Israel, the dawn of the Atomic Age, and the advent of the cold war. With new sources of information and different ways of looking at events and people, there is ample reason to study World War II. In addition, and again relying upon hindsight, we now know that many events in World War II might have turned out quite differently than they actually did. This provides us with the ability to reevaluate the role and wisdom of most of the major military personalities in the war. Hindsight is wonderful! In sum, there is abundant reason to take another look at World War II. We will undertake that reappraisal by reading, viewing appropriate videos, listening to both participants and experts, and utilizing computer simulations to undertake counterfactual historical experiments. The Textbooks John Keegan, The Second World War (New York: Penguin Books, 1989). Keegan, an Englishman, is a renowned military historian. His recent history is well written, well researched, and offers more analysis than most previous histories. Also, it takes advantage of recent military intelligence revelations that have changed our views of how and why events occurred. Note: Keegan was on the Old Dominion campus in 1997 and taught one evening in this class. Guy Sajer, The Forgotten Soldier (New York: Harper and Row, 1967). Sajer was a very young Alsatian who grew up of mixed German and French parentage. He enlisted in the Luftwaffe, but failed its pilot tests and was assigned to a support unit on the Eastern Front. Subsequently, he volunteered for service in Grossdeutschland, an elite German army division that deliberately contained soldiers from all of the areas of the greater German Reich. Sajer fought for almost four years against the Russians on the eastern front. His story is regarded as the best first person account of the utter horror experienced by the millions of combat infantrymen on both sides of the line in the former Soviet Union. I should note, however, that some critics do not believe he actually was in Grossdeutschland when and where he said he was. Well discuss the implications of this. Reading Assignments, Etc. The most important thing you can do is to read all of Keegan as quickly as possible in order to obtain a good overview of the war. Then, as we progress through the material, reread the appropriate chapters, as suggested below. You should have completed, and be ready to discuss and write about Sajer by the middle of March. Note that the order in which we cover several of these topics is a function of when our guests are available and we must be flexible in that regard. The Web Site There is a Web Site for this class. Its address is: http://www.odu.edu/jamesvkoch The Web Site contains the following: Syllabus Copies of the Weekly Problems Copy of the Final Examination Questions Copies of most maps and tables distributed in class A World War II Time Line Short Biographies on Major War Participants and Leaders Library citations for most books, articles mentioned in class Other Web Sites There are hundreds of excellent WW II web sites, though some contain propaganda and significant errors. Caveat Emptor! The best single place to start is the book, World War II on the Web: A Guide to the Very Best Sites (J. Douglas Smith and Richard Jensen, SR Books, Wilmington, DE, 2003). Most major World War II documents made be found at: www.yale.edu/lawweb/avalon/wwii/wwii.htm Examinations, Etc. Nearly every week, I will give you a question to answer or an exercise to complete that will be due the next class period. Typically, your answer will not exceed two typed pages, single-spaced. You will do eleven of these during the semester. I will discard your lowest score before computing your average on these questions. This will allow you to miss a class, or mess up, at least once. Two of the beneficial effects of the questions are that they require you to come to grips with specific important material, and they require you to written coherently. We will have two midterm examinations and a final examination. The first midterm likely will occur on 17 February and will cover Sections 1-6. The second midterm likely will occur on 13 April and will cover Sections 7-13. Each separate midterm examination will account for 25 percent of your final grade. In contrast to the two midterm examinations, the final examination is open book, open notes. On or about 30 March, I will supply you with a list of about 50 questions from which I will select all of your final examination questions on the actual examination day (which is 4 May). You are encouraged to spend exorbitant amounts of time studying and preparing answers to these questions, and you may work in groups with other students, and collude and conspire, in order to do so. However, once you enter the classroom for the final examination, all collusion with other students must end. You may bring any materials you wish to the final examination, including semi-prepared or fully prepared answers. However, you must rewrite the answer for me on the final examination day. If this class imitates the behavior of other classes, it is likely that most students will spend more time preparing for this final examination than almost any other. The final examination accounts for 25 percent of your final grade. You will not be graded on your class participation; however, it will be taken into account to "tip" you from one grade to the next when you are on the borderline. Grade Determination Problems and Exercises 25 percent Midterm I 25 percent Midterm II 25 percent Final Examination 25 percent Note that I will average the letter grade you receive on each of these four course segments in order to arrive at your final grade. The points you are assigned on one examination are non-comparable to the points you receive another examination, on the problems, or on the final examination. Further, I do not grade on a 90 to 100 = A. 80 to 90 = B, etc., basis. Your final point total, then, is not the determinant of your grade, but the letter grades are. I do assign + and grades. Important Dates First Class Day 9 January Last Drop Day, No Penalty 12 January Midterm I 13 February No Class: University Vacation 6 March Midterm II 10 April Final Examination 1 May Some Ground Rules You are responsible for everything that is covered in every class. However, class attendance is not required and you will not be graded on class attendance. Please do everything in your power to avoid missing either a scheduled examination or the due date for a writing assignment. If you find that you must miss the examination, or turn a writing assignment in late, please call me beforehand to state your case. I can be convinced, but you will need some evidence. Use e-mail whenever possible to alert me if you have a problem. You may feel free to call me at my office or at my home to discuss any matter relating to the course. In addition, I encourage you to utilize e-mail at any time to talk with me. Its a great way to stay in contact and you may submit your weekly problems via e-mail in an emergency. The time on the e-mail must be prior to our class session, as we will discuss each problem at the beginning of the class in which it is due. Please turn off all cell phones, Blackberries (and other electronic communications devices) when you enter the classroom. Active cell phones disrupt the class and exhibit disrespect both for other students and for the professor. You are subject to dismissal from the class if you violate this rule. Research and Citations You commit a serious violation of Old Dominion Universitys academic policies and the Universitys Honor Code if you plagiarize information or sources (i.e., do not provide appropriate citation for the work of others that you have used). When you write for me, I will assume your thoughts are your own. If not, then you must cite your sources---which is an excellent idea in any case if you want to buttress you case. The Internet is a wonderful tool; however, if you quote from it or any outside source, then you must provide me with a searchable citation that shows the source of your material. Failure to do so will result in your receiving an F for the course. Take this obligation seriously. 9 January Read: Keegan, Chaps. 1,2 Video: A New Germany The Prewar Situation in Europe: economic, political, social, geographic Hitler Other People, Events, and Attitudes Note that the last day for a no penalty withdrawal is 13 January 16 January Problem I due Read: Keegan, Chaps. 12,13,14 Prewar Situation in the Pacific Japanese Expansion Prior to Pearl Harbor Pearl Harbor Pearl Harbor to Midway Intensive Examination of Battle of Midway 23 January Problem II due Read: Keegan, Chaps, 3,4,6,7,8 Video: France Falls German Expansion in Western Europe Prior to the Invasion of the Soviet Union 30 January Problem III due Read: Keegan, Chap. 14,15,16 Midway Japanese Momentum Breaks The Home Fronts Japanese Internments and Related Issues Today Role of Women Role of African-Americans 6 February Visit by Kendall Eakes, B-17 pilot Problem IV due Read: Keegan, Chaps. 9,10,11 Video: Barbarossa German Invasion of the Soviet Union Battle of Moscow Intensive Examination of the Battle of Stalingrad 13 February Read: Keegan, Chaps. 17,18,19 North Africa Sicily Italy MID-TERM EXAMINATION ONE OCCURS DURING THE SECOND HALF OF THIS CLASS, BUT WILL COVER ONLY SECTIONS (1) THROUGH (5). 20 February Problem V due Read: Keegan, Chaps. 5,22 Video: segments from Whirlwind Air War in Europe U-Boat Warfare in the Atlantic Visit by Mrs. Hildegard Demmert of Williamsburg, who grew up in wartime Germany and her husband Don, who flew a B-17 over Germany, was shot down, and spent time in a prison camp 27 February Problem VI due Read: Keegan, Chaps. 15,16 Video: The Island to Island War Island Hopping in the Pacific Pacific Air War Submarine Warfare in the Pacific 6 March Read: Chap. 26 Since we do not have class on this date, you should spend time reading Keegan and Sajer! 13 March Visit by David Katz of Chesapeake, a Holocaust Survivor Problem VII due Resistance and Guerrilla Warfare Codebreaking and Intelligence Ultra and Magic Evaluating Combat Effectiveness 20 March Visit by Dr. Aubrey Escofferey, an African-American USAAF veteran who spent time in a variety of theaters Problem VIII due Read: Keegan, Chaps. 24,25,26,27,28 Kharkov and Germany Recovery in the East Kursk Germany Retreats to its 1939 Borders Battle of Berlin 27 March Problem IX due Read: Keegan, Chaps. 29,30,31,32 We will discuss The Forgotten Soldier Final Island Battles in the Pacific Atomic Bomb 3 April Problem X due The War Conferences: Atlantic Charter Through Yalta War Aims of the Various Nations 10 April Read: Keegan, Chap. 23 Videos: Remember; Reckoning Normandy Battle of the Bulge MID-TERM EXAMINATION NUMBER TWO OCCURS IN THE LAST HALF OF THIS CLASS, BUT WILL COVER ONLY SECTIONS (6) THROUGH (13). 17 April Visit by Chris Behnke of Knotts Island, NC, a Marine veteran of the Iwo Jima invasion Problem XI due The Holocaust in Europe German War Crimes Japanese War Crimes Allied War Crimes 24 April (Last Regular Class Session) Visit by Dr. William Whitehurst, Old Dominion faculty member, former U.S. Congressman and USN Pacific veteran Read: Keegan, Chap. 33 Winners and Losers in World War II What difference did the war make? Topics: In we have time, well choose several topics that especially interest you. The following are examples of the types of topics we could cover: A. The SS B. Plots on Hitler's Life C. Prisoners of War D. The Resistance in Europe and German Governance/ Oppression E. Nuremburg Trials and the Japanese Nuremburg F. Russian View of WW II G. Hitler and his generals' alleged military mistakes Video: How Hitler Lost the War H. Race War in the Pacific I. The War in China and Communism J. Myths About WW II K. Who Were the Best Soldiers? Combat Effectiveness L. WW II as an Economic Contest Read: Keegan, Chap. 10 M. Alternative WW II Scenarios 1 May FINAL EXAMINATION: The questions already are posted on the web site. Ill pick three or four questions from that list.     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