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The Anxiety of Nostalgia:
The Jewish Writer in Pre-WW 2 Europe and North America

Wednesday 05:50 pm-08:50 pm SW 329 Spring 2016
This course will focus on a constellation of Jewish writers who lived and worked in Europe and North America from the 1900s to the 1940s. By discussing the particular relationship between anxiety and melancholic nostalgia in authors such as Franz Kafka, Walter Benjamin, Joseph Roth, Henry Roth, Bruno Schulz, Martin Buber and Arthur Schnitzler, we will attempt to discern and/or further complicate the notion of “Jewish Literature” or “Jewish Thought.” By focusing on texts from a period of history that precedes the events of the Holocaust and the founding of the state of Israel, we will be able to better examine the literary identity of a stateless people that preceded the political identity that would fully emerge in the years following the war.

C Credit Learning Outcomes:
-Students will write a minimum of 20 pages of expository prose.
-Students will develop the skill of revising their writing, with specific feedback from instructor.
-Students will critically engage with texts, not just as passive consumers of literature, but as active participants in an ongoing dialogue.

O Credit Requirement:
-Each student must give two twenty minute oral presentations.

Required Work Load:
-As this course is registered as a C, and O (oral) 300 level course, each student will be required to keep up with the workload of the course. Students will read 200-300 pages a week, complete weekly short reflection papers, give two twenty minute oral presentations, and complete a 20 page research paper over the course of the semester.

Weekly Schedule (subject to change)
Week 1 (Jan 27): The Great Dream: Anxiety and the Lure of Utopia in Fin de Siècle European Jewry
-Theodor Herzl: Excerpts from Altneuland and Der Judenstaat
-Hannah Arendt: “Birth of Antisemitism” and “Jews and Society” chapters in The Origins of Totalitarianism

Week 2 (Feb 3): Jewish Intellectual Life in the Hapsburg Empire
-Arthur Schnitzler: The Road into the Open
-Karl Shorske: “Politics in a New Key: An Austrian Trio” chapter from Fin de Siècle Vienna: Politics and Culture

Week 3 (Feb 10): Kafka (part 1)
-Franz Kafka: Amerika

Week 4 (Feb 17): Post War Tremors
-Joseph Roth: The Wandering Jews and Excerpts from What I Saw

Week 5 (Feb 25): Kafka (part 2)
-Franz Kafka: The Trial
-Franz Kafka: “In a Penal Colony” (via online)
-Thesis Statement due

Week 6 (March 2): Walter Benjamin
-Walter Benjamin: “The Storyteller” from Illuminations
-Walter Benjamin: “On Language” (via online)
-Walter Benjamin: “The Task of the Translator” from Illuminations

Week 7 (March 9): Jewish Philosophy
-Marin Buber: I and Thou
-Gershom Scholem: Excerpt from Major Trends in Jewish Mysticism
-Annotated bibliography due

Week 8 (March 16): Individual Meetings

Week 9-10 (March 23-30): Language and Redemption
-Franz Rosenweig: (excerpts) Star of Redemption
-Henry Roth: Call it Sleep

Week 11-12 (April 6-13): The Bitter Sweetness of Nostalgia
-Bruno Schulz: Street of Crocodiles
-Bruno Schulz: Sanitarium under the Hourglass
-Screening of Brother Quay Film of Street of Crocodiles
-Listening: Mahler’s Second Symphony and Schoenberg’s Survivor From Warsaw and Golijov’s Isaac The Blind
***Rough drafts due Week 10

Week 13 (April 20):
-Screening of Wojciech Jerzy Has’ Sanitarium under the Hourglass film

Week 14-15 (April 27-May 3):
-Final Presentations and meetings

Books:
Call it Sleep
The Trial
The Castle
The Road into the Open
The Wandering Jews
Street of Crocodiles
I and Thou

Topics for Research:
Modern Jewish Thought and the Hebrew Bible
European Jewry diaspora as a critique of the Nation State
The Kabbalah’s relationship to Jewish Modernist Literature (Roth, Benjamin, Buber)
The nature of the Dialogue in Jewish Thought
Global Jewish Modernism
Jewish Diaspora Today
Use of dialects in Jewish Literature

Presentation on Reading:
Every class will begin with a short (approximately 10-15 min) presentation on the particular day’s reading assignment. This presentation may discuss the content of the text as well as the cultural/historical milieu of the author. Every student is required to prepare at least one presentation.

Final Presentations:
Every student will share their research (to be conducted over the semester) in the form of a 15-20 minute talk as a supplement to the final paper. These presentations should be supplemented with visual aids and be narrated through a coherent and linear line of argumentation.

Final Papers: Each student is required to conduct original research on a topic of their own selection. The topic needs to be related to a topic, text, historical event or figure from the course (see suggested topics above). The paper should be 10-15 pages long (not including bibliography).

SCORING RUBRIC For Final Papers | THESIS | SUPPORTIVEARGUMENTS | WRITING MECHANICS | ANALYTICALSKILLS | ORGANIZATION | 3 POINTS | Reader aware of sharp, distinct thesis | Text citations strongly support arguments stated | Evident control of writing mechanics: grammar, spelling, punctuation, word usage, sentence formation | Analytical writing strongly demonstrates proficient understanding of text | Proficient arrangement of content with logical transitions to develop thesis | 2 POINTS | Apparent point made regarding thesis | Some arguments supported by text citations | Sufficient control of writing mechanics:grammar, spelling, punctuation, word usage, sentence formation | Analytical writing demonstrates sufficient understanding of text | Sufficient arrangement of content with logical transitions to develop thesis | 1 POINT | No thesis, but evidence of a topic | Arguments presented; minimal citations | Limited control of writing mechanics:grammar, spelling, punctuation, word usage, sentence formation | Analytical writing demonstrates limited understanding of text | Limited/confusing arrangement of content with few transitions to develop thesis | 0 POINT | Minimal or no evidence of a topic/thesis | No citations to support arguments | Minimal control of writing mechanics:grammar, spelling, punctuation, word usage, sentence formation | Minimal analytical writing demonstrates superficial/minimal understanding of text | Minimal control of content arrangement in order to develop thesis |
Points Earned: A= 15-14 pts; B=13-12 pts; C=11-10 pts; D=9pts; 8 or less is failing Weekly Responses:
Each student is required to turn a one-page response each week (except the weeks in which papers are due). These responses are meant to be informal, as they are not given a letter grade. However, they should be focused on a particular aspect of the text under discussion or a topic discussed in class that week. Thus, they should not take the form of a mere summary. These responses are integral to the working dynamic of this class, since I will use these responses to direct my lesson plans towards topics of discussion that both reflect the interests and confusions shared by the class. These responses are also important since they often function as rough drafts for the longer papers.

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