Modiwl HTH-2163:
Nazi Germany, 1933-1945

Ffeithiau’r Modiwl

Rhedir gan School of History, Philosophy and Social Sciences

20.000 Credyd neu 10.000 Credyd ECTS

Semester 1

Trefnydd: Dr Nikolaos Papadogiannis

Amcanion cyffredinol

Nazi Germany constitutes one of the most controversial and challenging subjects in modern History. This course aims to examine various facets of state and society in Nazi Germany, in order to assess factors that enabled the National Socialists to consolidate their rule: was it just terror or also a degree of consensus? In so doing, it aims to encourage students to familiarize themselves as well as to critically reflect on the notion of “totalitarianism”.

Cynnwys cwrs

1) Overview 1: The Rise of the Nazi Party and the Nazi Seizure of Power 2) Overview 2: The Path to War and World War II 3) The Nazi Movement, the Civil Service and the Army 4) Economy and Labour Relations 5) Gender Relations 6) Youth 7) Consumption and Leisure 8) Religion: Christianity, Paganism, Islam 9) The Holocaust 10) Considering concepts: Fascism, Totalitarianism, Political Religion

Meini Prawf

ardderchog

A+ (87%) At this level, first-class work will also have its argument supported by an impressive wealth and relevance of detail, but will further deploy the evidence consistently accurately and give indications of deploying unexpected primary and secondary sources. It will habitually demonstrate a particularly acute and critical awareness of the historiography, including conceptual approaches, and give a particularly impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It will show a particularly sophisticated approach to possible objections, moderating the line taken in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. It will be original work. The standards of content, argument, and analysis expected will be consistently first-class work. In essays standards of presentation will be very high.

A (80%) At this level, first-class work will have its argument supported by an impressive wealth and relevance of detail. It will usually also demonstrate an acute awareness of historiography, and give an impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It may show a particularly subtle approach to possible objections, moderating the line taken in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. Overall, the standards of content, argument, and analysis expected will be consistently superior to top upper-second work. In essays and dissertations standards of presentation will be high.

A- (74%) A first-class mark at this level is often earned simply by demonstrating one or more of the features of a good upper-second essay to a peculiar degree, for example presenting a particularly strong organization of argument, strong focus, wide range of reading, engagement with the historiography, depth of understanding, an unobjectionable style, and strong presentation.

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D+ (48%) Work is marked D+ if it: shows evidence of acceptable amounts of reading, but does not go much beyond what was referenced in lecture notes and/or a basic textbook; covers much of the necessary ground but fails to discuss one or a few vital aspects of a topic; deploys relevant material but partly fails to combine it into a coherent whole, or sustains a clear argument only for the greater part of the piece; deploys some evidence to support individual points, but sometimes fails to do so, or shows difficulty in weighing evidence, or chooses unreliable evidence; displays an awareness that the past can be interpreted in different ways but without devoting sustained discussion to this; is for the most part correctly presented but has sections where there are serious problems in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but occasionally misunderstands their appropriate use or makes mistakes in their presentation.

D (45%) Work is marked D if it: shows evidence of an acceptable minimum of reading, based partly on lecture notes and/or a basic textbook; covers some of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some relevant material but partly fails to combine it into a coherent whole or sustains a clear argument for only some parts of the piece; deploys some evidence to support individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical or inappropriate evidence; shows some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is often correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation.

D- (42%) Work is marked D- if it: shows evidence of an acceptable minimum of reading, based largely on lecture notes and/or a basic textbook; covers parts of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some potentially relevant material but fails to bring it together into a coherent whole or sustains a clear argument for only parts of the piece; occasionally deploys evidence to back some individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical, or inappropriate evidence; may show some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is in part correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation.

C- i C+

C+ (58%) Work will receive a C+ mark if it: shows evidence of solid reading, but remains partially superficial; covers the important aspects of the relevant field, but in some places lacks depth; advances a coherent and relevant argument; employs some evidence to back its points; and is presented reasonably well with only a few or no mistakes. It will also contain appropriate references and bibliography, which may, however, be slightly erratic and/or partially insufficient.

C (55%) Work will receive a C mark if it: shows evidence of solid reading, but remains superficial; covers most of the important aspects of the relevant field, but lacks depth; advances a coherent and largely relevant argument; employs some limited evidence to back its points; and is presented reasonably well with only limited mistakes. It will also contain appropriate references and bibliography, which may, however, contain some mistakes or be slightly erratic and/or partially insufficient.

C- (52%) Work will receive a C- mark if it: shows evidence of solid reading, but little knowledge of in-depth studies (for first-year work the student may not have read beyond a few standard works; at second or third year the student may not have read a good selection of journal articles and specialist monographs); covers most of the important aspects of the relevant field, but lacks depth or misses a significant area (for second- and third-year work this may mean that it fails to deploy the historical details found in specialist literature); advances a coherent, and sometimes relevant argument, but drifts away from tackling the task in hand (for example, by ordering the argument in an illogical way, becoming distracted by tangential material, or lapsing into narrative of only partial pertinence); usually employs evidence to back its points, but occasionally fails to do so or deploys an insufficient range; displays an awareness that the past can be interpreted in different ways, but may fail to get to the heart of the central scholarly debate or fully understand a key point (in second- and third-year work this may extend to a failure to discuss important subtleties or ambiguities in the evidence, or to a lack of awareness of the current state of historical debate); is reasonably well presented and contains appropriate references and bibliography, but makes some mistakes in presentation or appropriate use.

da

B+ (68%) Work will receive a B+ mark if it is consistently strong in: covering the necessary ground in depth and detail; advancing a well structured, relevant, and focused argument; analysis and deployment of an appropriate range of historical evidence and consideration of possible differences of interpretation; and is correctly presented with references and bibliography where appropriate.

B (65%) Work will receive a B mark if it: is clear that it is based on solid reading; covers the necessary ground in depth and detail; advances a well-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate.

B- (62%) Work will receive a B- mark if it: is clearly based on solid reading; covers the necessary ground in some depth and detail; advances a properly-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate.

Canlyniad dysgu

  1. An in-depth knowledge of Nazi Germany during 1933-1945.

  2. An ability to analyse primary evidence.

  3. A detailed awareness and an ability to judge between the competing historical interpretations of Hitler’s rise to power, his consolidation of power and his anti-Semitic policies.

  4. An ability to present clear, cogent, evidence-based (and fully referenced) argument in degree essays.

Dulliau asesu

Math Enw Disgrifiad Pwysau
Oral Presentation 10.00
Poster 25.00
Essay Plan 15.00
Essay 50.00

Strategaeth addysgu a dysgu

Oriau
Seminar

11 Seminars (1 per week)

 11
Lecture

11 lectures (1 per week)

 11
Private study

Private study

 178

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
  • Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
  • Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

Adnoddau

Rhestr ddarllen

Some works that are important for this module are the following:

Kershaw I. & Lewin M. (eds.), Stalinism and Nazism: Dictatorships in Comparison (Cambridge, 1997)

Kershaw I., The Nazi Dictatorship (London 2000)

Kallis A. (ed.), The Fascism reader (Routledge, 2002)

Koonz C., Mothers in the Fatherland. Women, the Family and Nazi Politics (London, 1988)

Kater M., Hitler Youth (Cambridge, MA. & London, 2003).

A detailed bibliography will be supplied in the module handbook.

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