Course Number: CHH 263
Course Title: Catholic Response During World War II
Term: Fall 2017

Professor

Heather Voccola, MA

hvoccola@holyapostles.edu

860.490.8314 mobile

1. COURSE DESCRIPTION

The mission of Holy Apostles College & Seminary is to cultivate lay, consecrated and ordained Catholic leaders for the purpose of evangelization.  To this end, this course examines the Catholic response during World War II. Topics include a review of the Papal response, including Pius XI and Pius XII; the martyrdom of St. Maximilian Kolbe and St. Teresa Benedicta of the Cross; and exposure to the holocaust in literature and film.

2. ENVISIONED LEARNING OUTCOMES

  1. Students will demonstrate an ability to identify key historical/spiritual figures during the Second World War.
  2. Students will demonstrate an understanding of the lives of specific religious, lay resistance fighters and holocaust survivors through exposure to literature and film.
  3. Students will demonstrate an understanding of Just War theory and the Papal response to the Nazi regime and be able to explain this to others.
  4. Students will demonstrate an ability to use appropriate technologies to explain important historical nuances of the time period as a means of evangelization.
  5. Students will demonstrate an ability to identify and locate resources available through our library and meet specific requirements for research.

3. COURSE SCHEDULE

Week One – Course Introduction. Just War Theory. The Papacy & The World.

Lecture: Summary I

View Introductory Video by Prof. Ron Rychlak; used with permission


Reading

Just War Doctrine Catholic Answers

Hitler, the War and the Pope Chapter 1

Activities

Submit a 1-2 page summary detailing Just War doctrine as a tool of evangelization.  In your summary, please give examples of whether or not the Second World War should be considered a just war.  Due Saturday, 11:59pm EST. (For example - The Church’s stance is thus...because…)

Week Two – Hitler and the Postwar World. The Spread of Nationalism.

Lectures

        Summary II

Hitler’s Culture of Death by Rev. Michael Witt; used with permission - go to Modern History, Chapter 56 for the lecture

Reading

Hitler, the War and the Pope Chapters 2 & 3

Activities

Message Board

Write a paragraph identifying three important points from the readings/lecture that you feel should be shared with people interested in a study of this time period - Hitler, the Postwar World and the Spread of Nationalism - why are these important? Due Wednesday, 11:59pm EST.

Comment on a minimum of two points in two other postings. Due Saturday, 11:59pm EST.

Week Three – Pius XI.

Lecture: Summary III

Reading

Divini Redemptoris, Encyclical Letter of Pius XI On Atheistic Communism

Mit brennender Sorge, Encyclical Letter of Pius XI On the Church and the German Reich

Activities

Submit 1-2 page summary of either encyclical as it pertains to the foundation of the papal response to the War as a tool of evangelization.  Due Saturday, 11:59pm EST. (For example - The Church’s stance is thus...because…)

Week Four – The Lateran Treaty, the Concordat and Hitler’s Battle with the Churches.

Lecture: Summary IV

Reading

Hitler, the War and the Pope Chapters 4-6

Activities

Message Board

Write a paragraph identifying three important points from the readings/lecture that you feel should be shared with people interested in a study of this time period - the Lateran Treaty, the Concordat and Hitler’s Battle with the Churches - why are these important? Due Wednesday, 11:59pm EST.

Comment on a minimum of two points in two other postings. Due Saturday, 11:59pm EST.

Week Five – The Violence Spreads. The Pre-War Pope.

Lecture: Summary V

View

A Hand of Peace: Pope Pius XII & the Holocaust

Reading

Hitler, the War and the Pope Chapters 7 & 8

Activities

Submit 1-2 page summary of A Hand of Peace indicating whether you would recommend this film to a friend interested in the time period.  Does this film accurately portray the time period based on your study thus far?  Due Saturday, 11:59pm EST.

Week Six – 1939 and the Outbreak of War. The Resistance of Karol Wojtyła

Lecture: Summary VI

View

        Karol: A Man Who Became Pope

Reading

Hitler, the War and the Pope Chapter 9

Summi Pontificatus, Encyclical Letter of Pius XII On The Unity of Human Society

The Resistance of Karol Wojtyła during the Nazi Occupation of Poland

Activities

Message Board

Write a paragraph identifying three important points from the readings/additional material that you feel should be shared with people interested in a study of this time period - 1939 and the Outbreak of War and the Resistance of Karol Wojtyła - why are these important? Due Wednesday, 11:59pm EST.

Comment on a minimum of two points in two other postings. Due Saturday, 11:59pm EST.

Week Seven – 1940 and the Nazis Press On.

Lecture: Summary VII

View

Vatican Radio about the occupation of Poland        

Astounding Revelations of Persecution in Poland Archived in the Catholic Herald

Reading

Hitler, the War and the Pope Chapter 10

Activities

Message Board

Write a paragraph identifying three important points from the readings/additional material that you feel should be shared with people interested in a study of this time period - 1940 and the Nazis Press On - why are these important? Due Wednesday, 11:59pm EST.

Comment on a minimum of two points in two other postings. Due Saturday, 11:59pm EST.

Week Eight – MIDTERM.

        Midterm Due

Please read Priestblock 25487 or A Song for Nagasaki.  

For your mid-term, please submit one 3-5 page paper based on additional reading or media** of the student’s choice which deals in depth with information pertaining to Priestblock 25487 or A Song for Nagasaki.  

** I encourage you to consider that as a mid-term, this exercise should be an example of your best academic work and as such, research and content are important. Please use at least two resources from our library - journal articles, databases, books, etc.  For help with locating resources through our library, please visit our library online here:  http://holyapostles.edu/library Be aware of your resources - Wikipedia, Dictionary.com and similar sites are not acceptable research resources.  If you need additional assistance in locating resources, please contact me directly.

Week Nine – 1941 and New Enemies. 1942 and the Final Solution.

        Lecture: Summary IX

View

                St. Teresa Benedicta of the Cross

                St. Maximilian Kolbe

        Reading

                Hitler, the War and the Pope  Chapters 11 & 12

Activities

Submit 1-2 page summary answering this question - is martyrdom the correct term describing the life/death of either St. Maximilian Kolbe or St. Teresa Benedicta of the Cross as you would explain this to a non-Catholic.  Due Saturday, 11:59pm EST.

Week Ten – 1943 and Turning Tides.

        Lecture: Summary X

View The Scarlett and the Black

        Reading

        Hitler, the War and the Pope  Chapter 13

        Activities

Message Board

Write a paragraph identifying three important points from the readings/additional material that you feel should be shared with people interested in a study of this time period - 1943 and the Turning Tides - why are these important? Due Wednesday, 11:59pm EST.

Comment on two other postings. Due Saturday, 11:59pm EST.

Week Eleven – 1944 and the Allies Invade.

        Lecture: Summary XI

View Valkyrie

Reading

Hitler, the War and the Pope  Chapter 14

        Activities

Submit 1-2 page summary of Valkyrie indicating whether you would recommend this film to a friend interested in the time period.  Does this film accurately portray the time period based on your study thus far?  Due Saturday, 11:59pm EST.

Week Twelve – 1945 and the End of the War.

        Lecture: Summary XII

View Schindler’s List

        Reading

Hitler, the War and the Pope  Chapter 15

        Activities

Write a paragraph identifying three important points from the readings/additional material that you feel should be shared with people interested in a study of this time period - 1945 and the End of the War - why are these important? Due Wednesday, 11:59pm EST.

Comment on two other postings. Due Saturday, 11:59pm EST.

Week Thirteen - Col. Claus Von Stauffenberg

Lecture: Summary XIV (previously week 14)

View The Man Who Stood Up to Hitler

Reading

Claus von Stauffenberg: the true story behind the film Valkyrie, The London Telegraph

Activities

No activities or assignments due this week in celebration of Thanksgiving

Week Fourteen – Holocaust Survivors.

Lecture: Summary XIII (previously week 13)

View

The Mandate Video by Rhonda Fink-Whitman

Reading

Please choose a title from the Book list to have prepared for this week’s activity

Activities

Submit 1-2 page summary of your book indicating whether you would recommend this book to a friend interested in the time period.  Highlight both the positive and negative aspects of the content and discuss whether or not you feel the study of the Holocaust is important.    Due Saturday, 11:59pm EST.

Week Fifteen – Final

Lecture: Summary XV

Please choose one of the following options:

  1. Write a 3-5 page paper analyzing the person and their resistance efforts regarding the Nazi’s:  St. John Paul II, St. Maximilian Koble, St. Teresa Benedicta of the Cross, Msgr. Hugh O’Flannery, Col. Claus von Stauffenberg, or Oskar Schindler.  Additional research is required.
  2. Write a 3-5 page paper in answer to the following question:  Based on your readings this semester, is there currently sufficient evidence to canonize Pope Pius XII?  Use additional research to support your answer.

** I encourage you to consider that as a final, this exercise should be an example of your best academic work and as such, research and content are important. Please use at least two resources from our library - journal articles, databases, books, etc.  For help with locating resources through our library, please visit our library online here:  http://holyapostles.edu/library Be aware of your resources - Wikipedia, Dictionary.com and similar sites are not acceptable research resources.  If you need additional assistance in locating resources, please contact me directly.

4. COURSE REQUIREMENTS

Citations in Discussion Posts

For the purposes of the Discussions in Populi, please provide sources at the end of your post, if necessary. You may use footnotes as follows: type a special character (^) at the beginning and end of your numbers to make a superscript in Populi, e.g. ^1^, ^2^, etcetera. Use the special characters for superscript also in your footnote.

Example Footnote

^1^ Vincent Balaguer, Understanding the Gospels (New York, Scepter Publishers, Inc., 2005), 5, [Hereafter UG].

Also, to bold, italicize, or underline words in Populi, please refer to the “Formatting Guide” located below all discussion/comment fields in Populi.

A Note about late items: Please contact me directly in the event of some extenuating circumstance which may prohibit you from meeting any deadline.  In the event that I do not hear from you, please note that all assignments will be marked off 5 points (Midterm/Final) or 2 points (Papers/Postings) for each late day.  No assignment will be accepted more than 3 days late.  This does not apply to students with an official Incomplete.

Faculty Email Policy - All faculty will respond to emails from students within 48 hours of receipt. If faculty plan to be away from their email for longer than that period, they should notify their students of their absence and post an out-of-office message on their email providing a reasonable time frame in which a response may be expected.

Professor Voccola’s Office Hours - To reach me, please call my mobile phone and leave a message or send email and we will schedule a time to speak.

5. REQUIRED READINGS and RESOURCES:

The following films are required for this course and may either be purchased or rented:

Additional readings/resources as required listed in the weekly lesson; available for Free on the Internet to include -

6. SUGGESTED READINGS and RESOURCES:

Baigent, Michael & Richard Leigh.  Secret Germany: Stauffenberg and the true story of Operation Valkyrie.  Skyhorse Publishing: New York, 2008.

Boyne, John.  The Boy in the Striped Pajamas. Random House: New York, 2006.

Dalin, David.  The Myth of Hitler’s Pope: How Pope Pius XII Rescued Jews from the Nazis.  Regnery: Washington, D.C., 2005.

Deutsch, Harold. The Conspiracy Against Hitler in the Twilight War. University of Minnesota Press: Minneapolis, 1968.

Duffy, Eamon. Saints and Sinners: A History of the Popes. Yale University Press: New Haven, 1997.

Metaxas, Eric. Bonhoeffer: Pastor, Martyr, Prophet, Spy. Thomas Nelson: 2011.

Pius XII and the Holocaust: A Reader. Catholic League Publications: Milwaukee, 1988.

Pius XII: Under the Roman Sky (DVD). Ignatius Press, 2013.

Schoeman, Roy H. Salvation is from the Jews. Ignatius Press: San Francisco, 2003.

Wiesel, Elie. Night. Hill and Wang: New York, 1985.

Internet Resources

Black, Edwin. “The Horrifying American Roots of Nazi Eugenics” http://hnn.us/articles/1796.html

Witt, Msgr. Michael. “The Academic Website of Fr. Michael J. Witt”. Lists many related audio resources.

7. EVALUATION

Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

For this course, all papers are required to be written as directed by the Holy Apostles Style Sheet found in your Shared Files section of Populi.

GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 60-69; F 59 and belowGrading Rubric for the Midterm/Final (M/F) and Summary Paper/Discussion Board (SP/DB) Postings

CONTENT

0-59 pts. – M/F
0 pts. – SP/DB Posting;

F grade

60-69 pts. – M/F
1-2 pts. – SP/DB Posting;

D Grade

70-79 pts. – M/F
3-5 pts. – SP/DB Posting;

C-/C/C+ Grade

80-89 pts. – M/F
6-8 pts. – SP/DB Posting;

B-/B/B+ Grade

90-100 pts. – M/F
9-10 pts. – SP/DB Posting;

A- to A Grade

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off-topic

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

RESEARCH

0-59 pts. – M/F
0 pts. – SP/DB Posting;

F grade

60-69 pts. – M/F
1-2 pts. – SP/DB Posting;

D Grade

70-79 pts. – M/F
3-5 pts. – SP/DB Posting;

C-/C/C+ Grade

80-89 pts. – M/F
6-8 pts. – SP/DB Posting;

B-/B/B+ Grade

90-100 pts. – M/F
9-10 pts. – SP/DB Posting;

A- to A Grade

Missing Research

Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation

Over-reliance on few sources; poor quality of chosen sources; spotty documentation of facts in text; pattern of citation errors.

Adequate research and documentation but needs improvement

Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors.

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

Excellent critical research and documentation

Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format.


WRITING & EXPRESSION

0-59 pts. – M/F
0 pts. – SP/DB Posting;

F grade

60-69 pts. – M/F
1-2 pts. – SP/DB Posting;

D Grade

70-79 pts. – M/F
3-5 pts. – SP/DB Posting;

C-/C/C+ Grade

80-89 pts. – M/F
6-8 pts. – SP/DB Posting;

B-/B/B+ Grade

90-100 pts. – M/F
9-10 pts. – SP/DB Posting;

A- to A Grade

Incomplete writing

Posting is only partially written or fails to address the topic

Writing difficult to understand, serious improvement needed

Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage

Acceptable writing, but could use some sharpening of skill

Posting is an uneven response to parts of the topic; somewhat conventional treatment;  satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors

Solid writing with something interesting to say

Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples;  level-appropriate syntax and diction;  mastery of grammar, mechanics, and usage, with hardly any error

Command-level writing, making a clear impression

Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage

COMMUNITY INTERACTION (Response Postings)

0-59 pts. – M/F
0 pts. – SP/DB Posting;

F grade

60-69 pts. – M/F
1-2 pts. – SP/DB Posting;

D Grade

70-79 pts. – M/F
3-5 pts. – SP/DB Posting;

C-/C/C+ Grade

80-89 pts. – M/F
6-8 pts. – SP/DB Posting;

B-/B/B+ Grade

90-100 pts. – M/F
9-10 pts. – SP/DB Posting;

A- to A Grade

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Weak response

Response summarizes original posting to which it responds.

Acceptable response

Response makes a contribution to the posting to which it responds.

Individually-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development.

8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Christopher Apodaca at capodaca@holyapostles.edu or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.

9. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own.  At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.

Students, where applicable:

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously.  Students participating in academic dishonesty may be removed from the course and from the program.

10. ATTENDANCE POLICY

Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.

11. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.

To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.

Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete and must receive the grade that they have earned. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.

A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester.

12. ABOUT YOUR PROFESSOR

My degrees include a Master of Arts in Theology, with a concentration in Church History,(Holy Apostles College and Seminary, 2011) and a Bachelor of Arts degree in English and Sociology (Southern Connecticut State University, 1992). Besides being a mother of two adult daughters and working in Higher Education, I divide my time among two additional Catholic apostolates. I have published or am pending publication in the following: Faith and Family Magazine, Catholic Digest, Social Justice Review and also online at Our Faith in Action. I have also contributed to Catholic Match Institute and A Million Unheard Souls on Patheos.com My first fiction novel, Contrition, was published in June 2015.