MCCCD Program Description

Introduction to Holocaust Studies

Course: HUM245

First Term: 2025 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Introduction to essential information about the Holocaust. Provides theological, social and political background to establish contexts of anti-Semitism, especially in 19th and 20th centuries, with particular attention to National Socialist ideologies. Ghetto and camp life, including resistance, are explored. Emphasis is on texts of the Holocaust, including historical documents, participant testimonies, fiction, creative non-fiction, and poetry, much of which involves theological and moral debate. Includes analysis of supplementary visual material and some performing arts.

MCCCD Official Course Competencies
1. Identify evolving forms of antisemitism in historical source material, emphasizing their impact on National Socialist ideologies. (I, IV) 2. Describe the historical evolution of the Holocaust and the implementation of the Final Solution within broadly accepted frameworks describing genocide. (I, II, III) 3. Examine National Socialist ideological and political attitudes towards race, religion, and culture with respect to impact on diverse victim groups. (I, II, III, IV, V) 4. Investigate various resources where material for Holocaust study may be found, including libraries, online archives, museums and historical sites. (I-VI) 5. Analyze historical perspectives representing the Holocaust through firsthand experiences, as recounted in testimony, literature, diaries, letters, debates, arts, artifacts, etc. (II, III, IV) 6. Identify examples of recurrent themes, such as antisemitism, concepts of alienation, the destruction of the self, and theological and moral dilemmas, in Holocaust literature and art. (III, IV) 7. Identify examples of resistance in Holocaust literature and art. (IV, V) 8. Analyze the creation and role of Holocaust literature, poetry, performing and visual arts by artists not directly involved in the Holocaust. (IV, V, VI) 9. Identify typical arguments used by Holocaust deniers. (I, II, III, IV) 10. Assess the importance of museums, monuments, and memorials in curating the memory of the Holocaust within various national cultures. (V, VI)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Historical background of anti-Semitism A. Ancient and Medieval 1. Religious 2. Cultural B. 19th and Early 20th Centuries 1. Economic 2. Political 3. Scientific II. Evolution of the Holocaust A. The Weimar Republic and political and economic instability (1919-1933) B. Nazi consolidation of power and legal persecution (1933-1938) C. Escalation of persecution (1938–1941) D. The Final Solution and mass murder (1941–1945) E. Liberation and aftermath (1944–1945) F. Post-Holocaust denial and memorialization (1945-present) III. National Socialist ideologies A. Use of historical prejudices B. Doctrine of racial purity IV. Holocaust primary sources A. Diaries and journals B. Letters and correspondence C. Government documents D. Photographs E. Testimonies and oral histories F. Concentration camp records G. Newspaper articles H. Memoirs and autobiographies I. Nazi propaganda J. Artifacts and Personal Items K. Trial transcripts and official reports V. Post Holocaust works A. Creative Nonfiction B. Fiction C. Poetry D. Performing arts E. Visual arts VI. Rationale for study A. Genocide prevention B. Prevention of holocaust denial and distortion C. Holocaust memorialization

MCCCD Governing Board Approval Date: December 10, 2024

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.