UNIVERSITY OF COLORADO - BOULDER
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The University of Colorado - Boulder is offering Global Secular Jewish Societies as its core course with Modern European Jewish History, Jewish Intellectual History: From Maimonides to Post-Modernism, Jewish World Literature: Modern to Contemporary Jews Coming of Age, and Introduction to Jewish History, as peripheral courses.
Global Jewish Secular Societies
Professor Caryn Aviv
Course Description:
“Trees have roots, Jews have legs.” -Isaac Deutscher
This
course uses a transnational lens to explore contemporary debates about
Jewish people, places, and practices of identity and community.
Drawing on history, sociology, international studies, and anthropology,
we’ll think about the places that Jewish people have called ‘home,’ and
what has made, or continues to make those places ‘Jewish.’ We’ll also
explore diverse practices that express the extraordinary varieties of
Jewishness.
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Some framing questions that will guide our conversations:
• What do the words ‘secular’ and ‘global’ mean in relation to Jewish people, places, and communities?
• What are the relationships between and among Jewish people and Jewish communities around the world?
• What are some new and emerging theoretical ideas and frameworks to think about Jewish relationships to people, place, and practices?
• How do Jews both circulate among different Jewish urban ‘circuits’ and create notions of ‘home’ and ‘Jewish culture’ where they are, even if/when the locations and political conditions of home change over time?
Texts (all are available at CU Bookstore, except where noted as PDFs online through CULearn):
• London, Charles, Far from Zion: In Search of a Global Jewish Community¸ William Morrow, 2009
• Aviv, Caryn and David Shneer, New Jews: The End of the Jewish Diaspora, New York University Press, 2005
• Kelner, Shaul. Tours that Bind: Diaspora, Pilgrimage, and Israeli Birthright Tourism, New York University Press, 2010
• Habitus: A Diaspora Journal, Issues 3 (Buenos Aires) and 5 (Moscow)
• Journal articles posted online on CU LEARN under Course Documents
Course Requirements, Expectations, Grading:
Class attendance and participation: 15%. Each class is worth 2.325 points, and you will need to sign the attendance sheet each day. I teach seminar-style, which means you will be asked and expected to share your opinions, knowledge, and insights with the class. Failure to attend class and participate will seriously hurt your grade. Please note: if you have to leave class early for whatever reason, you won’t receive credit for that day’s class. Also: please be advised that texting friends and/or fooling around on Facebook are not allowed in my class. If I see you doing that, I’ll ask you to leave and you will not receive credit for attendance that day.
Quizzes every other Friday: 30%. Starting on the 3rd week of class, every other Friday, we will have an in-class quiz that will happen in the first 15 minutes of class. We will have a total of SIX quizzes over the semester. The quizzes are a way to demonstrate that you’re keeping up with the reading, synthesizing the key ideas, and understanding the content of the course. The quizzes will ask 5 questions that engage each of the articles/chapters/texts from the reading of that week. Each question on the quiz will be worth 20 points. You may write your quiz responses by hand, or you may write them on your laptop and then immediately email it to me. You may also use your texts in class.
Midterm essay questions: 25%. On Friday, March 4, we will have a midterm in class, so please bring your laptops. The midterm will ask questions about the material we have read and discussed thus far in the course. You will receive the 5 questions for the midterm the night beforehand, and you will have the entire 50 minutes of class to answer the questions. If you want to get started the night before when you receive the midterm questions, you are welcome to do so. You can bring any text we have read in the class thus far. At the end of the class, please email me your responses to caryn.aviv@colorado.edu.
Final project: 30%. Mapping Jewish Boulder/Denver (please see guidelines at the end of this syllabus). You and a partner will explore the organizational and cultural landscape of Jewish Boulder/Denver. Your task is to analyze how these local Jewish communities echo, reflect, or diverge from other communities and ideas about Jewish place and identities that we have studied.
Course Reading Schedule:
Week 1
Go over syllabus and course policies
New Jews: Preface and Introduction
Far from Zion: Chapter 1 - Belonging
Week 2
Far From Zion, Chapter 2: Caretaker – The Jewish Community of Burma
Far From Zion, Chapter 3: Newcomers: The Jewish Community of Bentonville, Arkansas
Week 3
Far From Zion, Chapter 4: Rebirth, The Jewish Community of New Orleans
Far From Zion, Chapter 5: Siege and Survival, The Jewish Community of Bosnia
QUIZ on chapters from Far From Zion thus far. For today’s discussion after the quiz, please read Chapter 6: The Jewish Community of Uganda
Week 4
Far from Zion, Chapter 7: Imperiled? The Jewish Community of Iran
Far from Zion, chapter 8: Revolutionaries: The Jewish Community of Cuba, watch first third of “Adio Kerida,” by Ruth Behar
Watch last 2/3 of “Adio Kerida,” by Ruth Behar
Week 5
HABITUS: BUENOS AIRES: The Chaos of Memories (Editor’s Note), My Buenos Aires of Tough Guys and Immigrants (Feierstein), Good Memory (Marcelo Brodsky)
Far From Zion, Chapter 9: Zion
QUIZ on chapters 6-9 of Far From Zion. For class discussion after the quiz, please read Far From Zion, Epilogue: Home (it’s short).
Week 6
New Jews, Chapter 3, Temples of American Identity: Jewish Museums in Los Angeles
Watch first 25 minutes of “Hollywoodism,” discussion of Jews and the film industry, no reading for today.
Friday, February 18: New Jews, Chapter 5: Our Kind of Town - New York is a Center of the Jewish Universe (hand out in class: The New Colossus)
Week 7
“Foodscapes: The Culinary Landscapes of Russian-Jewish New York” by Eve Jochnowitz (PDF on CU LEARN under Course Documents)
QUIZ on LA and NY readings/discussions. For class discussion after the quiz, please read “The Clash of the Bearded Ones: Hipsters, Hasids, and the Williamsburg Street,” it’s available at http://nymag.com/realestate/neighborhoods/2010/65356/
Week 8
The Russian-Jewish Transnational Social Space: An Overview (PDF on CU LEARN under Course Documents)
New Jews, Chapter 1, Let My People Stay – Moscow’s Jews After the Exodus
Mid-term in class essay, no reading assigned.
Week 9
Homecoming: Russian Jews and the Israeli National Ethos (PDF on CU LEARN under Course Documents)
HABITUS: MOSCOW (all short essays): Maternal Capital (Editor’s Note), Strangers in Moscow (Galina), Communal Fictions (Rubinstein), and How I Became Multicultural (Yuri Slezkine – this one is by far the funniest, so be sure to read it!)
Ghetto Gardens: Life in the Midst of Death, by Kenneth Helphand, in Jewish Topographies (PDF on CU LEARN under Course Documents) the content of the article will be included in your quiz questions on Friday, March 18.
Week 10 Memory and Heritage Travel
CHANGE: GAL BECKERMAN IN CLASS, DAVID WILL DO INTRO.
Marking the Boundaries of the Enclave: Israeli Youth Voyages to Poland, by Jackie Feldman (PDF on CU LEARN under Course Documents)
QUIZ on Ghetto Gardens and Israeli Youth Voyages. For class discussion after the quiz, please read New Jews, Chapter 2: Encounters with Ghosts – Youth Tourism and the Diaspora Business
Week 11 SPRING BREAK
Week 12
Tours that Bind: Preface and Deploying Tourism (Chapter 1)
Tours that Bind: Chapter 2, Striking Roots
QUIZ on the first 2 chapters of Tours that Bind. For class discussion after the quiz, please read Tours that Bind: Chapters 3: Contesting Claims
Week 13
Please read Tours that Bind: Chapter 4 – Consuming Place
Tours that Bind: Chapter 5: Collapsing Distance
Chapter 7: Locating Self Guest lecture with Sarah Kornhauser, Birthright Next Colorado Coordinator
Week 14
Tours that Bind: Chapter 8: Building Diaspora
Young Adult Backpackers in India, by Darya Maoz (PDF on CU Learn under Course Documents)
QUIZ on Tours that Bind and Israeli tourists, afterwards, we will watch “Hummus and Curry”
Week 15
New Jewish Cultural Practices, by Barbara Kirshenblatt Gimblett (PDF up on CU Learn under Course Documents) and “Why Study Young Jewish Leaders?” http://www.jewcy.com/religion-and-beliefs/why-study-young-jewish-leaders-an-introduction
Innovation Ecosystem, by Shawn Landres and Joshua Avedon (PDF up on CU LEARN under Course Documents)
Haskalah 2.0, by Caryn Aviv (PDF up on CU LEARN under Course Documents)
Week 16
Ari Kelman’s http://www.jewcy.com/religion-and-beliefs/mapping-the-network-of-jewish-websites. For today’s discussion, please find at least 1 Jewish website that is geared towards people under 40, and come prepared to talk about how the site engages questions of Jewish identity.
Epilogue: New Jews
Last day of class. Final Project due today. We’ll talk about what you learned (about local Jewish communities and about yourself) in doing this project.
Guidelines for Mapping Jewish Boulder/Denver:
This 10-12 page final project involves urban ethnography - the practice of observation, detailed description, and analysis - of the ways in which Jewish people create cultures and communities in everyday life, locally here in Boulder and Denver. This is a group project, i.e., you must do it with A PARTNER (no exceptions). This is also time-intensive. It will require multiple field trips (which involves some planning) and then analysis and write-up of your experiences. The earlier you start this project, the easier your life will be.
Each group member should identify which sections they have individually written by including their initials in the heading of that pertinent section. The introductions and conclusions should be written jointly. Although group members can divide up which sections they want to write, the division of writing labor should be equal, and each group member will earn the same grade for the overall quality of the project.
The entire project should include:
• An introduction about how and why you selected specific sites to observe, how you conducted your research, and your own ‘subject positions’ as student researchers (i.e, how did your own identities shape the research process?).
• Short descriptive and analytic paragraphs for each of the sections below.
• Each section should incorporate one ‘big idea’ that we’ve explored in the course, and should reference at least one author (for example, an analysis of a textual excerpt, a quote, or your own paraphrasing of an author’s idea).
• A conclusion that answers some theoretical questions about how people practice Jewish identity and culture in Boulder/Denver, and how that relates to some core ideas of this course (i.e., relationships to global and local Jewish communities and histories, the influence of wider cultures on Jews, how Jews create Jewish spaces and places, etc.).
• Finally, please create a visual map of the places you visited (be creative in presentation!) and load it up on the web, a powerpoint presentation, or onto a CD to bring to the last day of class. The point of the map is to determine whether Jewish community life is geographically dispersed or concentrated, because your answer to that question has an impact on how people identify as Jewish, create Jewish community (or not), and ‘stand out’ as Jewish (or not) in the wider world. Your map can also include any artifacts and/or photos you gathered during your research.
IMPORTANT: Before you hit the road, you will benefit from some planning and preliminary analysis of the local Jewish community. I strongly recommend that you by consult the 2007 Denver/Boulder Jewish Community Survey (it’s under Course Documents), www.jewishcolorado.org for a listing of local Jewish organizations, “Historic Jewish Denver” by Jeanne Abrams, and/or “Exploring Jewish Colorado,” by Phil Goodstein. You might also want to explore the Rocky Mountain Jewish Historical Society’s Beck Archives (a repository of information and photos of Jewish Colorado dating back to Jewish settlers in 1863). Consulting websites and primary source material will provide you with valuable historical context to better understand how things have changed in Jewish Colorado over time.
PLEASE call places ahead of time to see if/when they are open and whether they welcome visitors. This will save you much time and headache in the long run. Also, we will have several discussions in class on ‘how to be a perfect stranger’ and other research ethics/etiquette issues, long before this assignment is due.
THE RULES:
No one travels around alone. This project is to be done with a partner, and preferably during daylight hours, unless you’re attending a specific cultural event at night. Try to coordinate your schedule with your partner so that you can go visit different sites and organizations together to compare impressions. Carry a notebook or laptop and camera. You may not take close-up pictures of people without their permission. You will probably need access to a car to complete this project, so if you personally don’t have one, find a partner who does. I recommend that you consider going to Denver to visit at least one or two places if possible, for comparative analysis of how the Jewish communities of Boulder and Denver differ.
If you choose to speak to people (not a requirement of the assignment), you MUST do several things:
1) Introduce yourself, tell them what you are doing, show them your student ID
2) Ask them if they have any questions about it. Feel free not to answer questions you find too personal or intrusive. (How old are you, are you Jewish…) You’re there to observe unobtrusively and gather information.
3) Ask them for their consent to answer your questions (Do you mind if I ask you some questions about Jewish life and culture in Denver? It’s for this class project.) If someone isn’t interested in speaking with you, leave him/her alone.
4) Please be sure to use a pseudonym if you include any snippets of conversation in your paper, to protect people’s anonymity and privacy.
1. Pay a visit to places that fit the description below, get their business card or brochures to scan into your final presentation, and answer the questions about them:
a. A store that displays or sells things related to Jewish culture (could be a bookstore or gift shop – lots of temples and synagogues have one, a place that sells religious or ritual items, a restaurant, deli, or grocery store that sells Jewish food)
Describe this establishment in detail (and the people in it, if relevant). What makes this place Jewish? Why is the place located where it’s located? Has this always been the location of the store? If not, where was it located in the past, and what might that piece of information tell you about Jewish movement through spaces and places? Who are the people that you observe in this store? Are there only Jews or a mix of different kinds of folks? How do you see culture in action here? Use descriptive observation and analysis here to make your argument about a BIG IDEA of how or why or in what ways this place has something to do with Jews, identity, and culture.
b. Visit at least TWO Jewish cultural institutions (could include a non-profit organization, CU Jewish Studies events, a synagogue, a museum, community center – check Jewishcolorado.org or boulderjewishnews.org for some ideas about places to visit, and call ahead to let people know when you plan to show up.)
What is the purpose, function, or role of the organization in the broader Jewish and civic communities of Denver? What kinds of cultural events, activities, or programs does this organization offer? Who do you think this organization serves? (In terms of clients, members, constituents, etc.) Based on your visit to this place, how would you describe the clientele (clothing, age, appearance, ethnic background…)
What was actually happening in this organization when you visited, if anything? Did you feel like a welcome guest, a perfect stranger, an outsider, or an insider during your visit? Are there only Jews or a mix of different kinds of folks? How do you see culture in action here? Use descriptive observation and analysis here to make your argument about a BIG IDEA of how or why or in what ways this place has something to do with Jews, identity, and culture.
c. Visit one non-religious Jewish event in town where people are coming together to discuss, enact, celebrate issues related to Jewish identity, history and/or culture.
Describe the event itself in detail: what happened, who was there, why the event was convened, and who sponsored or organized it. How did your observation of this event dovetail or depart from our theoretical and empirical analyses of Jewish identity in various places around the world? What was familiar to you or unusual, from your vantage point as either an insider or outsider to Jewish culture?
d. Visit and do an analysis of a Jewish website (does not have to be locally based)
What kinds of information/content/listings are provided on this website? Who is the intended audience of this site, given the content, tone, political slant, photos, etc.? What kinds of Jewish issues, challenges, or anxieties do you think the people who run this site are concerned about? Who do you think this website might NOT appeal to, in terms of demographics, political views, or notions of Jewish identity?
2. Answer the following questions in your conclusion:
Reflecting on your travels across Boulder/Denver, and the research you’ve read (including the recent Denver Jewish community study), do you think there such a thing as “Jewish Boulder or Denver”? How would you describe Jewish culture(s) in Boulder (or Denver) overall, compared to what we’ve learned in class about other cities? Is the culture of “Jewish Boulder” obvious and geographically specific, or more subtle and underground? Given what we’ve learned in class about Jewish identities, cultures, and movement, why do you think this is the case? Whether you consider yourself an ‘insider’ or an ‘outsider’ – do the places you visited seem like they’re welcoming? Why or why not? What do you think are they key characteristics of this community that relate to issues we’ve discussed in class about modern Jewish identities?
3. The Map: Locate all of the sites you’ve researched on the map provided. Feel free to include pictures as well. This is your opportunity to get creative with websites and Powerpoint!
Some potential places to visit (you can look up addresses and maps on the web at www.jewishcolorado.org, please call before you head out the door to check and see that it’s okay to visit):
Boulder:
• Boulder Jewish Community Center
• Boulder area synagogues (Har Hashem, Congregation Bonai Shalom, Pardes Levavot, Aish Kodesh, Nevei Kodesh, Adventure Rabbi events)
• CU Boulder Program in Jewish Studies events
• CU Boulder Hillel
• Soul Food
Denver:
• Local synagogues (Bnai Havurah, Rodef Shalom, Temple Emanuel, BMH-BJ, Temple Micah, Hebrew Educational Alliance, Minyan Na’aleh, there are several others, just ask me)
• East Side Kosher Deli and Restaurant
• EKAR Jewish Farm
• Zaidy’s delicatessen (there’s one in Cherry Creek and downtown Denver)
• New York Deli
• Denver Jewish Community Center
• Aharon’s or Boutique Judaica bookstores
• National Jewish Medical Center at Colorado and Colfax – main lobby in the hospital (you have to get into the building on the Colfax side) is an exhibit created by the Rocky Mountain Jewish Historical Society with hundreds of photos.
• Rockmount Ranch Wear (in LoDo)
• The Mizel Museum
• Lake Steam Baths on Colfax
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Modern European Jewish History
Professor David Shneer
For about 1000 years, Europe was the cradle of global Jewish civilization. In this class, we will focus on the last 500 years of that history, from 1492 until the present, to examine Jews’ place in European history and how Europe has functioned in Jewish history. The course will not end with the Holocaust, since although Hitler and the Nazis attempted to destroy European Jewish civilization, they did not succeed. Rather, this course will spend several weeks looking at European Jewish life in the past sixty years.
Structure:
As a 4000 level course, the course is structured around heavy reading and a few written assignments culminating in the last week’s presentations of your final papers or projects. There are no exams in this course. I have also structured the course as being especially reading heavy in the first half of the class and then lighter reading with films in the second half of the class as you begin work on your research projects. In addition, during the second half of the class, there will be many out of class activities and opportunities for you.
Hevruta/Study Partners:
In traditional Jewish learning, people do not read silently and isolated from one another, but read texts out loud and study with someone over the course of a semester. In this class, you will each have a study partner, known in Hebrew as a hevruta, with whom you should sit for each class and with whom you can (but do not have to) do your final project.
Readings:
Paul Mendes Flohr and Jehuda Reinharz, eds., Jew in the Modern World (2nd ed., Oxford)
Dean Bell, Jews in the Early Modern World (Rowman and Littlefield, 2007)
Joshua Rubenstein, Tangled Loyalties: The Life and Times of Ilya Ehrenburg (Alabama, 1999)
All Other Sources are Available on CU Learn
Outline:
I. Introduction: European Jewish History: Ashkenaz and Sefarad
What is Europe? Where is Europe? Geographic, religious, philosophical concept?
II. The Jewish Mediterranean (1492-1650s)
“The Expulsion from Spain, 1492” (CU Learn)
“Isaac Luria, The Cabalist” (CU Learn)
“Proposed Jewish College in Mantua” (CU Learn)
“Turkish Jewry” (CU Learn)
“Massacre of Lisbon Jewry” (CU Learn)
Dean Bell, Jews in Early Modern World, pp. 1-15, 93-141.
III. Print Culture, Late Renaissance and early Modern Jewish History
“Rema and the Shulkhan Aruch,” (CU Learn)
“Burning of the Talmud in Italy,” (CU Learn)
“Mordecai Meisel, Financier and Philanthropist” (CU Learn)
“Jewish Books and Their Printers” (CU Learn)
“Tkhines: Ten Commandments for the Married Woman” (CU Learn)
Dean Bell, Jews in Early Modern World, pp. 35-63, 72-85, 142-190.
IV. Baruch Spinoza and the Birth of Secular Jewish Identity (17th century)
“Writ of Excommunication Against Baruch Spinoza,” (JMW, 57-60)
“Letter to Albert Burgh, “(JMW, 57-60)
Rebecca Goldstein, “The Project of Escape” from Betraying Spinoza: The Renegade Jew Who Gave Us Modernity (CU Learn)
Manasseh Ben Israel (CU Learn website): http://www.jhom.com/personalities/ben_israel/index.htm
V. Glikl of Hameln: Jewish Women in Early Modern Europe (17th century)
Glikl of Hameln: see weblink (CU Learn website)
http://www.jhom.com/personalities/gluckel/memoirs.htm
Read through all 12 links.
“Readmission of Jews into Brandenburg” (CU Learn)
“Seventeenth Century Memoirs—Joseph of Sienna” (CU Learn)
VI. 17th Century Poland: Everyday Life Ruptured, Chmelnitsky and Shabbatai Tsvi
“Cossack Revolution and the Fall of Nemirov, Natan of Hannover” (CU Learn)
“Shabbetai Zebi-Shabtai Tsvi, False Messiah” (CU Learn)
“Sumptuary and Other Police Laws” (CU Learn)
“Council of Four Lands and the Lithuanian Council” (CU Learn)
Dean Bell, Jews in the Early Modern World, pp. 191-248.
VII. Jews and European Kingdoms/States (17th/18th centuries)
John Toland, “Reasons for Naturalizing the Jews in Great Britain and Ireland,” (JMW, 13)
Christian Wilhelm Von Dohm, “Concerning the Amelioration of the Civil Status of the Jews,” (JMW, 28-35)
Joseph II, “Edict of Tolerance,” (JMW, 36)
Charter Decreed for the Jews of Prussia (JMW, 22-26)
Gotthold Ephraim Lessing, “A Parable of Toleration,”
Daniel Stone, “Knowledge of Foreign Languages among 18th Century Polish Jews” (CU Learn)
“Constitution of the Jewish Community of Sugenheim Town” (CU Learn)
French Revolution and the Jews (JMW, 114-118, 125, 128-132)
“Statutes Concerning the Organization of Jews” (JMW, 375)
Paper One Due: Close analysis of primary sources from early modern Jewish history. (www.earlymodern.org)
VIII. The Enlightenment, Haskalah, and the Jews (18th c.)
Moses Mendelssohn selections in JMW (JMW, 44-48; 68-9, 87-9 96-8)
Naphtali Herz Wessely, “Words of Peace and Truth” (JMW, 70-73)
“Solomon Maimon in Poland” (CU Learn)
Solomon Maimon, “My Emergence from Talmudic Darkness” (JMW, 250)
Andrea Schatz, “An Incomplete Revolution” (CU Learn)
IX. The Haskala and the State in Russia (19th c.)
Section VIII, East European Jewry: Read JMW, 377-401
Moshe Rosman, “Haskalah: A New Paradigm” (CU Learn)
X. Hasidism and Jewish Mysticism (18-19th c.)
Besht, Epistle to Rebbe (CU Learn)
“Rise of Hasidism, Eastern Europe” (CU Learn)
“An Attack on the Hasidism” (CU Learn)
Shneur Zalman:
http://www.myjewishlearning.com/beliefs/Theology/Kabbalah_and_Mysticism/Kabbalah_and_Hasidism/Hasidic_Mysticism/Hasidic_Ideas/Chabad/Shneur_Zalman_of_Liady.shtml
Hillel Levine, “Jewish Messianism and European Politics” (CU Learn)
XI. Modern Judaism: Reform, Orthodox, Conservative and the ‘Science of Judaism’ Emerge in 19th c. Germany
Read IV. Emerging Patterns of Religious Adjustment (JMW, 161,167-186, 194-206)
“Society for the Preservation of the Jewish People’ (JMW, 211-212)
“Statutes for Society for the Culture and Preservation of the Jews,” (JMW, 213-214)
Abraham Geiger, “Jewish Scholarship and Religious Reform” (JMW 233-234)
Samson Raphael Hirsch, “A Sermon on the Science of Judaism,” (JMW, 234-235)
XII. Rise of Jewish Nationalisms Including Zionism (19th c.)
Theodor Herzl, “A Solution to the Jewish Question,” (JMW)
Max Nordau, “Jewry of Muscle,” (JMW)
Simon Dubnow, “Autonomism,” (JMW)
Ahad Ha-am, “The First Zionist Congress” (all in JMW)
“Appeal to All Israelites” and “Alliance Israelite” (JMW, 316-320)
XIII. Rise of Jewish Socialisms (19th c.)
Ber Borochov, “Program for a Proletarian Zionism,”
The Bund, “Decisions on the Nationality Question,”
Manya Shohat, “The Woman in the Bund and in Poalei Zion”(JMW)
Isaac Deutscher, “Non-Jewish Jew” (JMW, 265)
Rosa Luxemburg, “No Room in My Heart” (JMW, 261)
XIV. Cultural Nationalism and the Rise of Modern Hebrew Literature (19th-20th c.)
Y.L. Gordon, “For Whom Do I Toil?”,
Bialik’s “City of Slaughter” (JMW)
Robert Alter, excerpt, Invention of Hebrew Prose (CU Learn)
Paper Two Due: Why is This the Period Usually Marked as the Beginning of Modern Jewish History?
XV. Fin-de-Siecle Jewish Vienna and Prague (Julie Lieber, Guest Lecturer)
A. Freud, “Address to the Society of Bnai Brith” (JMW, 278)
B. Beller article on Jewish Vienna
C. Kafka, “My Father’s Bourgeois Judaism” (JMW, 254)
XVI. Cultural Nationalism and the Rise of Modern Yiddish Literature (19th-20th c.)
A. Itzik Manger, “Literature and Folklore,” from The World According to Itsik (CU Learn)
B. I.L. Peretz, “Bontshe Silent” from Ruth Wisse, The IL Peretz Reader (CU Learn)
C. Sholem Aleichem, “Hodl”, from Sholem Aleichem, Tevye the Dairyman and the Railroad Stories (CU Learn)
D. Nathaniel Deutsch, “Ansky’s Ethnographic Expedition”
XVII. WWI and European Jewry
Joshua Rubenstein, Tangled Loyalties, pp. 1-43
Sh. Ansky, “The Dybbuk” and excerpts from diary.
Show First Hour of Sunshine
XVIII. Russian Revolution, Communism and Jewish culture in the Soviet Union
A. Isaac Babel, “How It Was Done in Odessa,” “The Rabbi’s Son” from Red Cavalry Tales (CU Learn)
B. David Shneer, “Having It Both Ways,” Ab Imperio (CU Learn websites). Available online:
http://abimperio.net/cgi-bin/aishow.pl?state=showa&idart=851&idlang=1&Code=
C. Joshua Rubenstein, Tangled Loyalties, pp. 44-70.
Launch of MoVeRs: Jewish Mavericks, Visionaries, and Rebels, 7pm, UMC 235
XIX. Interwar European Jewry: Upheaval, Exile (Robby Peckerar, Guest Lecturer)
Robby Peckerar, Kafka and Soccer
David Bergelson, “Among Immigrants”
Rubenstein, Tangled Loyalties, pp. 71-104, 156-188
XX. WWII, Holocaust, and Western European Jewry
Robert Weltsch, “Wear the Yellow Badge with Pride,” JMW 640
Nuremberg Laws, JMW, 646-648
Operation Against the Jews, JMW 652
Lisa Pine, “Gender and the Holocaust: A Reappraisal” (CU Learn)
Zilla Goodman, Three Women Who Would Not Sit Down: Manya Shochat, Rosa Luxemburg, and Henrietta Szold. 7pm, Location TBA.
XXI. WWII, The Holocaust, and Soviet Jewry (Anna Shternshis, Guest Lecture)
Tangled Loyalties, 189-226
Anna Shternshis, “Evacuation and Soviet Jewry”
Yitzhak Arad, “Destruction of Jews in German-Occupied Territories of the Soviet Union” in Unknown Black Book (CU Learn)
Paper Three Due: How Does the Rise of Nations and the Fall of Empires Transform Jewish History?
XXII. WWII, the Holocaust in Eastern Europe
Chaim Kaplan, “Warsaw Ghetto Diary,” JMW 668-672
Call to Resistance, JMW 673
Mordecai Anilewicz, “Last Communication,” JMW 675
Last Letter from Warsaw, Emanuel Ringelblum, JMW 676
Where is the World’s Conscience? JMW 683
David Shneer, “Soviet Jewish Photographers Confront WWII and the Holocaust” (CU Learn)
Watch Second Hour of Sunshine
XXIII. On the Ashes: Postwar European Jewry in its First Decade
Tangled Loyalties, pp. 253-276
Zvi Gitelman, Century of Ambivalence, chp. 5 (CU Learn)
XXIV. Soviet Jewry and Jews Behind the Iron Curtain: Jews of Silence?, Jewish Exodus, Largest Jewish community in Europe
Tangled Loyalties, pp. 312-326, 393-398.
Zvi Gitelman, Century of Ambivalence, Chp. 6.
XXV. Carol Zemel, Guest Lecture on “Holocaust Representation in the Immediate Aftermath”
Carol Zemel’s “Right After”
Turn in Final Project Proposals.
XXVI. Jewish Culture in the Two Germanies
A. David Shneer, “The Yiddish Chanteuse of East Berlin,” CU Learn
B. Jeff Peck, Introduction to Being Jewish in the New Germany
XXVII. Contemporary European Jewry: British Limmud, Post-Soviet migration, and a breakdown in structures
Executive summary of JDC Report
Clive Lawton, “European Models of Community”
Gebert, Konstanty. 1994. “Jewish Identities in Poland: New, Old, Imaginary.” Jewish Identities in the New Europe Jonathan Webber, Ed., London: Littman Library of Jewish Civilization. Pp. 161-167.
XXVIII. Prepare Final Projects.
Email readings for last classes.
XXIX. Student Projects
Student readings
XXX. Student Projects
Student readings
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Jewish Intellectual History: From Maimonides to Post-Modernism
Dr. Julie Lieber
Course Description:
For centuries Jews have endeavored to define their religious beliefs and values in a way that resonated with the values and beliefs of the contemporary societies in which they lived. This course will takes students on a journey from Medieval Spain to contemporary United States and explore the ways in which Jews, living in these different societies, have attempted to reshape and interpret central Jewish values and beliefs in accordance with the prevailing ideas of their host societies. As a course in Jewish intellectual history, we will focus on the historical context of each Jewish society with respect to two connected central questions: What was the nature of the Jewish (and non-Jewish society) that produced these thinkers and ideas and in what ways did these philosophical ideas in turn impact and shape the lives of Jews living in that particular society.
In this course, we will start with the primary Jewish thinkers of the pre-Modern period, namely Moses Maimonides, Baruch Spinoza and Moses Mendelssohn. The second half of the course will focus on 19th and 20th century Jewish thought, as we examine the existentialism of Martin Buber, the post-modern philosophy of Emmanuel Levinas, and contemporary Jewish feminist thought.
Books to Purchase:
1. Moses Maimonides, The Guide of the Perplexed (Pines Edition)
2. Baruch Spinoza, The Theologico-Political Treatise (Dover, 1951)
3. Rebecca Goldstein, Betraying Spinoza (2006)
4. Moses Mendelssohn, Jerusalem: Or on Religious Power and Judaism, trans. Allan Arkush (Brandeis, 1983)
5. Martin Buber, I and Thou (Touchtone Edition, 1996)
Course Policies and Requirements:
1. Attendance and Participation (10%)
Attendance is mandatory for every class. A good portion of class time will be dedicated to discussion and presentations of the assigned reading materials. As such, all students must be both physically present in class and actively contribute to class discussions. In order to do so, students must stay up to date on all readings and have thought about the material before coming to class.
Please do not come late to class. Two late arrivals (after I have called your name) will count as an absence for grading purposes.
Most classes will involve in-class text study or discussion with a partner. Each student should have a “Hevruta” a study partner, for these portions of the class with whom to read the primary texts and discuss the material.
Hevruta/Partner:
• Students are assigned (or choose) a partner that s/he will keep for the entire semester.
• Each pair (or hevruta) will be given a text, photograph, or some object each day. You and your partner should face each other. One person reads aloud and the other follows along with the text. If the text is long, you should take turns reading different sections.
• After reading the text, you and your partner will answer the guiding questions asked of you after the text. Take brief notes while discussing your answers because we will be having a class conversation based on your responses.
• In order for the hevruta method to work the way that it was intended, you have to trust your partner, speak honestly, and listen to each other.
• The teacher/leader will be circling the room to answer questions and listen in on your discussion of the material.
• After the hevrutas discuss the text, the class is brought back together to have a group discussion. I will provide guiding questions in the curriculum, but let the energy guide the text study and the group discussion.
2. Short Response (20%)
For most classes with assigned readings you will be asked to write a short (one to two paragraph) reflection on the readings and submit it via CULearn. Guiding questions will be posted on CULearn under the “Assignments” tab for that week. Each will be graded out of 10 total points. These are graded 0, if you do not do the assignment on time or fail to demonstrate that you have done the readings; 8 if you demonstrate that you did the reading, but mostly regurgitate what's in the readings, and a 10 if you have some insight into the readings.
They are due by noon on the assigned day.
No late responses are accepted.
3. Essays and Presentations: (25%)
You will be required to hand in 4 short essays (400-600 words, about 2-3 pages) throughout the semester, at the completion of a unit. Guiding questions for these essays will be posted on CULearn under the “Assignments” tab for the corresponding week and you will upload these on CULearn as an attached word document by 2 pm on the date it is due. (You will also have an in class presentation in lieu of an additional essay at the end of one of the units. More details to follow.) These will be graded out of 100 points.
Late essays will be marked down 5 points per late day with a maximum of two days. No papers will be accepted more than two days late.
4. Take Home Midterm Exam (20%)
There will be a take home exam essay in the middle of the semester that will require you to synthesize the material we have covered to that point. The exam will be handed out/posted on Thursday, February 24h and must completed and uploaded as a word document to CULearn by noon on Monday, February 28th
Late exams will be marked down 5 points per late day with a maximum of two days. No exams will be accepted more than two days late.
5. Take Home Final Exam (25%)
The Final Exam for this course will be due on Saturday, April 30th by 4:30 pm (the time for the scheduled exam). Please keep in mind that the final exam will require you to synthesize material from both the course readings and the in-class lectures and discussions. More details will follow towards the end of the course.
Class Schedule:
Week 1: Introduction to the Course:
What is Jewish Intellectual History?
Understanding the basic beliefs of Jewish society
Reading: A. Broadie "The Nature of Medieval Jewish Philosophy"
Assignment: Short Response
Weeks 2 and 3: Medieval Jewish Thought: Moses Maimonides and Jewish Aristotelianism
Introduction to Maimonides, Historical and Philosophical Context
Readings: The Guide of the Perplexed: Translator’s introduction lvii-lxi, Epistle Dedicatory, Introduction to the First Part, III:51,
Assignment: Short Response
The Guide
Readings: The Guide of the Perplexed: I:34, II:32-39, III: 26-28, 31-35, 54
Assignment: Short Response
The Mishneh Torah
Readings: Mishneh Torah, Selections
Assignment: Short Response
Who was Maimonides?
Readings: Aviezer Ravitzky, “Maimonides: Esotericism and Educational Philosophy”
Assignment: Essay #1
Weeks 4 and 5: Early Modern Jewish Thought: Spinoza’s Challenge to Tradition
Spinoza and the early modern Jewish world of Amsterdam
Readings: Rebecca Goldstein, Betraying Spinoza, Chapters 1-4
Assignment: Short response
Spinoza’s Theologico-Political Treatise: His political/religious program
Readings: Theologico-Political Treatise, Preface and Chapter 1: Of Prophecy
Assignment: Short Response
Spinoza’s approach to the Bible and its Laws
Readings: Theologico-Political Treatise, Chapters 4, 5, 7 and 12
Assignment: Short Response
Spinoza vs. Maimonides: Where have we come?
Readings: Steven Nadler, “Baruch Spinoza and the Naturalization of Judaism”
Assignment: Essay #2
Weeks 6 and 7: Enlightenment, Emancipation and the Birth of Modern Jewish Thought: Moses Mendelssohn
Enlightenment and the Jews
Reading: Christian Wilhelm von Dohm, “On the Amelioration of the Civil Status of the Jews,” Gothold Lessing, “A Parable of Toleration”
Assignment: Short Response
Moses Mendelssohn’s Jerusalem
Readings: Mendelssohn, Jerusalem, Section I: pp.33-34, 40-45, 70-75
Assignment: Short Response
Mendelsson’s Jerusalem II
Readings: Mendelssohn, Jerusalem, Section II
Assignment: Short Response
Mendelssohn’s legacy
Readings: Alan Arkush, “The Liberalism of Moses Mendelssohn”
Assignment: Short Response (Take home Exam handed out)
Weeks 8 and 9: The Shifting Boundaries of Judaism: The Birth of Religious Denominations
TAKEHOME MIDTERM DUE
Religious Reform
Readings: Abraham Geiger, Selections and Heinrich Graetz, Selections
Assignment: Short Response
Responses to Reform: Ultra-Orthodoxy
Readings: Moses Sofer, Selections and Akiba Schlessinger, Selections
Assignment: Short Response
Responses to Reform: Modern Orthodoxy and Conservative Judaism
Readings: S.R Hirsch, Nineteen Letters, selections and “Religion Allied to Progress,” Zecharias Frankel, Selections
Assignment: Short Response
In Class Debate:
Assignment: Debate materials
Weeks 10 and 11: Jewish Existentialism: Martin Buber
German Jewish Existentialism
Reading: Oliver Leaman, “Jewish Existentialism: Rosenzweig, Buber, Soloveitchik”
Assignment: Short Response
Thursday, March 17: Martin Buber’s I and Thou
Reading: Martin Buber, I and Thou, First Part
Assignment: Short Response
Spring Break
Martin Buber’s I and Thou
Reading: Martin Buber, I and Thou, Second Part through the end
Assignment: Short Response
Existentialism as a response to the Holocaust
Readings: Tamra Wright, “Self, Other, Text, God: The Dialogical Thought of Martin Buber”
Assignment: Essay #3
Weeks 12 through 14: Contemporary Challenges for Judaism: Jewish Postmodernism and Feminist Theology
Postmodernism: What does it mean for Judaism?
Reading: Richard Cohen, “Emmanuel Levinas, Judaism and the Primacy of the Ethical”
Assignment: Short Response
Levinas
Reading: Emannuel Levinas, Nine Talmudic Readings, “Introduction” and “The Temptation of Temptation”
Assignment: Short Response
First Feminist Challenges to Judaism: Judith Plaskow
Readings: Judith Plaskow, Standing Again at Sinai, Selections
Assignment: Short Response
New Orthodox Feminism: Tamar Ross
Readings: Tamar Ross, Expanding the Palace of Torah: Orthodoxy and Feminism, Selections and Tova Hartman, Feminism Encounters Traditional Judaism, Selections
Assignment: Short Response
Readings: Be Fruitful and Multiply (Film streaming through library reserves)
Assignment: Essay #4
Week 15: Conclusions:
Conclusions
Eliezer Berkovits, “What is Jewish Philosophy”
Take Home Final Exam
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Jewish World Literature: Modern to Contemporary Jews Coming of Age
Professor Robert Adler-Peckerar
Course Description, Objectives, and Structure:
This course explores the development and expressions of Jewish literature as it developed in the 19th century and beyond. We will give special attention to questions of secularity versus tradition, identity and cultural change, as well as diaspora and exile. In this survey of the major Jewish literature of the modern and contemporary era, we will focus on the transnational nature of Jewish literature by looking at writers in the Americas, Eastern and Western Europe, Africa, and Asia. The class is framed by the theme of coming of age narratives spanning the globe and the timeline of Jewish history. We will read a wide range of genres (diaries, short fiction, plays/screenplays, poetry, novels) and view films that look at the transition of young protagonists into adulthood. In these narratives, we will see a reflection of the radical changes brought about in Jewish literature starting over a century and a half ago. The class concludes with an examination of contemporary “young” Jewish writers (in Canada, Argentina, and Israel) to link the experiences described in the work we read to the present day.
Readings:
1. Required Books:
a. Sholem Aleichem, Tevye the Dairyman and Motl the Cantor’s Son
b. Franz Kafka, Amerika: The Man Who Disappeared
d. Primo Levi, The Periodic Table
e. Clarice Lispector, Family Ties
f. Philip Roth, Portnoy’s Complaint
g. David Bezmozgis, Natasha
2. Required and Suggested Reading
a. Most shorter material you will be asked to read will be available on the CULearn site.
Tentative Course Schedule:
1. Course Introduction
2. The Birth of the Secular Jewish Literature
Solomon Maimon (Russian Empire/Prussia), An Autobiography
3. Maimon, An Autobiography
4. Maimon, An Autobiography
5. Sholem Aleichem (Russian Empire), Motl the Cantor's Son
Response #1
6. Sholem Aleichem, Motl the Cantor's Son
7. Sholem Aleichem, Motl the Cantor's Son
8. Sholem Aleichem, "Hodl," Tevye the Dairyman
9. Sholem Aleichem, "Chava," Tevye the Dairyman
10. Norman Jewison, Fiddler on the Roof
11. The Past in the Present
Devorah Baron (White Russia),
Selected Stories
Response #2
12. Devorah Baron (White Russia),
Selected Stories
Dovid Bergelson (Ukraine), Selected Stories
13.Literature of Anxiety and Conflict
Dovid Bergelson (Ukraine), Selected Stories
14. Franz Kafka (Austria-Hungary), Amerika
15. Franz Kafka (Austria-Hungary), Amerika
16. Franz Kafka, (Austria-Hungary), selected Amerika
17. Isaac Babel (Odessa, Rus.), selected stories
Response #3
18. Isaac Babel (Odessa, Rus.), selected stories
19. Bruno Schultz (Poland), "August"
20. Midterm
21. The Collapse of European Jewish Life
From Awakening Lives: A. Greyno, The Stormer (Poland)
22. Primo Levi (Italy), The Periodic Table
23. Levi, The Periodic Table
24. Levi, The Periodic Table
25. De Sica, The Garden of the Finzi-Continis
26. David Grossman (Israel), "Momik"
Response #4
27. Gila Almagor (Israel), The Summer of Aviya
28. Albert Memmi (Tunisa/France), Pillar of Salt
29. Memmi, Pillar of Salt
30. Clarice Lispector (Brazil), Family Ties
31. Lispector, Family Ties
32. Woody Allen (USA), Radio Days
33. Philip Roth (USA), "The Conversion of the Jews"
34. Roth, Portnoy’s Complaint
35. Roth, Portnoy’s Complaint
Response #5
36. Jewish Literature in the New Millenium
Etgar Keret (Israel), Short fiction
37. Keret, Short fiction
38. Nicole Krauss (USA), from The History of Love
39. Birmajer & Burman (Argentina), El Abrazo Partido
40. David Bezmozgis (Latvia/Canada), Natasha
41. Final Review/Wrap-Up
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Introduction to Jewish History
Professor David Shneer
Goals of the Course: Who are Jews? In this foundation to Jewish Studies, we will study the rise of and responses to modernity to understand how Jews have gone from a relatively tight knit group of people bound together by religious law to a group of individuals with diverse Jewish identities. After a brief introduction to the origins of Jewish history, we will study:
1. Jews and Their Interactions with Others
2. Responses to secularism and modernity
3. The development of modern Jewish literatures and cultures that were as much in dialogue with European literature as with the traditional Jewish literature
4. The breaking down of individual and communal boundaries that allowed Jews to go from the group “in the ghetto” to being one of the most integrated yet highly visible minorities in European and American societies.
We will read many primary sources, reading diaries, letters, philosophy, poetry, and other materials, and will also study some secondary sources that expose us to Jewish history.
This course serves as a foundation course for the Certificate in Jewish Studies.
Books:
1. John Efron, Joshua Holo et al, The Jews
2. Materials from many other books found on CU Learn
Films:
Sunshine (Hungary/US, 1999), streamling on library website (Password: jewish)
Five Cities of Eastern Europe, documentary films from 1939 (Lithuania/Poland, 1939)
Jewish Americans, 2007, streaming on library website (Password: jewish)
I. Introduction - Who are Jews? People of the Book, People of the Body, People on the Move. What unifies Jews?,
Introduction, Class Philosophy, What is Hevruta?
Who are Jews and What Makes Them Different
1. Ron Hendel, “Israel Among the Nations” (not required)
2. The Jews, 1-48.
3. Bible: Genesis 17, story about Abraham, Genesis story about Jacob/Israel, Jeremiah on Exile
II. Greeks, Romans, and Jews
Hellenistic Jews, the Bible, and Conquest
Romans, Exile, and the Multiplicity of Judaisms
1. TJ: 49–91
2. Maccabees on reconquest
III. The Age of the Rabbis
From Temple to Synagogue, From Priests to Rabbis
What is Rabbinic Judaism? How It Comes to Become Normative
1. TJ: 92–114
2. Gafni, Babylonian Rabbinic Culture (223–266)
3. Readings on Bar Kochba
IV. Jews and Islam and Medieval Christianity
Bar Kochba as Radical Jew
Jews Under Islam. Emergence of something called secular literature. Poets, Philosophers, and the so-called Golden Age?
1. The Jews, 116–173
2. Readings on Medieval Spain (Maimonides, Shmuel Ha-Nagid, etc.)
3. Hillel Halkin, Yehuda HaLevi, excerpts
4. Cordoba, Maimonides, Conversion
V. The Birth of Modern Jewish History and Secular Jewish Identities
Inquisition, Expulsion, Renaissance, and the Creation of Sephardic Jews.
Professor Brian Catlos, associate professor of history at UC Santa Cruz, Jewish, Christians, and Muslims in Medieval Spain
1. The Jews, p. 174-203
2. Inquisition and Expulsion Material
3. Baruch Spinoza, “Letter to Albert Burgh”
4. Amsterdam Jewry and Its Debate with Peter Stuyvesant (see weblinks)
Upload short papers on Pre-Modern Jewish History
VI. Jewish Life in Early Modern Europe and the New World
Daily Life/Glikl
Kabbalah and Hasidism
1. The Jews, pp. 204-229
2. Documents on the Council of the Four Lands
3. The BeShT and Hasidism
4. Selections from Glikl of Hameln (blackboard)
5. Chametzky, Felstiner, Hellerstein, eds., “Literature of Arrival, 1654-1880,” Jewish American Literature (New York: Norton, 2001), ISBN 0-393-04809-8
Watch First Two Hours of Jewish Americans
MOVERS LAUNCH: SARAH BENOR—WHAT DOES IT MEAN TO ‘SPEAK JEWISH IN AMERICA’?
SYMPOSIUM: JEWS AND BROADWAY…KEYNOTE ADDRESS, ANDREA MOST
VII. Emancipation and Modernization in Europe and the New World: Can Jews Be Citizens? (18th century).
States and Their Jews
Mendelsohn, Graetz, and Jews’ Modernization
1. The Jews, pp. 231-258.
2. John Toland, “Reasons for Naturalizing the Jews”
3. Christian Wilhelm von Dohm, “Concerning the Amerlioration of the Civil Status of the Jews”
4. Joseph II, “Edict of Tolerance”
5. Documents from the French Revolution and Napoleon’s Sanhedrin
6. Moses Mendelssohn, “The Right to Be Different” “Judaism as Revealed legislation” “Judaism is the Cornerstone of Christianity”
7. Jewish American Literature “Rebecca Graetz”
VIII. Responses to Modernization and the Emergence of New Jewish Religious Identities: Europe and America (19th century)
Reform and Response
Combined Class, Hasidism and Neo-Hasidism
1. The Jews, pp. 260-274, 282-293.
2. Rebbe Nachman’s Tales
3. Solomon Maimon, “My Emergence from Talmudic Darkness”
4. Documents on early German Reform Judaism (JMW, 316-321)
5. Documents from the Alliance Israelite Universelle
6. The Pittsburgh Platform of Reform Judaism (JMW, 468-9)
7. Kaufman Kohler, “The Concordance of Judaism and Americanism” (JMW, 471-2)
JEWISH OUTLOOK WEEK
SUE FISHKOFF ON KOSHER IN AMERICA
IX. Eastern European Jews: Haphazard Emancipation Fostering Modern Secular Jewish Nationalism
Jewish national identity and the birth of modern Yiddish literature
Eastern European Jews Modernizing
1. TJ: 275-282, 294-297
2. Sholem Aleichem, “Chava”
3. Osip Rabinowitch, “Russian Must Be Our Mother Tongue”
4. Judah Leib Gordon, “Awake My People” “For Whom Do I Toil”
X. Can Jews Integrate? Antisemitism and Its Effects on Modern Jewish Culture and Society
History of Anti-Jewish Sentiment
Birth of Modern Anti-Semitism
Watch Second Two Hours of Jewish Americans
1. TJ: pp. 298-312
2. Voltaire_De Pinto, Bauer, Marr, Protocols
3. Pauline Wengeroff, pp. 215-237.
Upload Second Short Papers: Jews, Emancipation, and Modernity
An Evening of Dybbuks: Jews and Ghosts
XI. Should Jews Integrate? The Rise of Socialism, Zionism and Secular Jewish Identities and Cultures
Socialism and Modern Jewish History
Zionism and Modern Jewish History
Watch First half of Sunshine
1. TJ: 313-329
2. Aaron Liebermann, “The Jewish Question in Eastern Europe” in Jew in the Modern World (JMW, 405)
3. Theordor Herzl, “A Solution to the Jewish Question” (JMW, 533-538)
4. Protestrabbiner (JMW, 538-9)
5. Yitzhak Epstein, “The Hidden Question”
6. BILU Manifesto (JMW, 532)
7. Dovid Edelshtadt in Jewish American Literature
8. Rosa Luxemburg, “No Room in My Heart”
9. Deutscher, Isaac, "The Non-Jewish Jew," in The Non-Jewish Jew and Other Essays (London: Oxford University Press, 1968)
Jews of Italy Program, Boulder Jewish Community Center. Dinner Included. Reservations Required
XII. WWI and Interwar Jewish Culture and Life
Jewish Intellectuals in Central and Eastern Europe
Robby Adler-Peckerar, Jews and Soccer
Israeli Artist Yael Kanarek, Hebrew-Yiddish-Arabic-English, Performance at CU Art Museum
CU’s Jewish American Literature Launch
Readings:
1. The Jews: pp. 334-373.
2. Isaac Babel, “How It Was Done in Odessa”
3. Franz Kafka, “My Father’s Bourgeois Judaism”
4. Sigmund Freud, “Address to the Society of Bnai Brith”
5. Franz Rosenzweig, “Jewish Learning and the Return to Judaism”
6. Bertha Pappenheim, “The Jewish Woman”
7. C.N. Bialik, selected works
8. Mani Leyb and Jacob Glatshteyn in Jewish American Literature
Show Five Cities of Eastern Europe
XIII. Antisemitism and The Holocaust Through the Eyes of Survivors
What the Nazis did to Jews
What the Jews did during the Holocaust
1. TJ: 374-405
2. Documents on the Holocaust in Jew in the Modern World
3. Art Spiegelman, Maus, in Jewish American Literature
Praying without God and Humanistic Judaism
XIV. Establishment of Israel and the Transformation of Jewish History
Establishment of the State and Jewish-Muslim Relations
Making Israel into a Jewish Land: Internal Diversities and Waves of Immigration
1. The Jews, 406-442
2. Right of Return
3. Proclamation of the State of Israel
4. Introduction to One Palestine Complete
XV. America, Europe, and the Soviet Union
America as a Center of Jewish Life.
Jews Going Global
1. Shneer, “The Third Way: Russian-Jewish German Jewry in the 21st Century”
Watch Rest of Jewish Americans
Final Exams Uploaded
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