American Jewish History
Prof. Pamela Nadell
Spring 2009
HIST-373/673

     In 1654, twenty-three impoverished Jewish refugees fleeing the long arm of the Inquisition made their way from Brazil to New Amsterdam, later known as New York. Today, more than 350 years later, the American Jewish community, which they launched, is likely the largest Jewish community in the world (unless the State of Israel has already surpassed it) and, arguably, the most influential.
     The five and half million men, women, and children of the contemporary American Jewish community—and demographers debate that number—constitute a “mixed multitude.” They include Sephardic and Ashkenazic Jews, Oriental Jews, yordim, Zionists, Orthodox Jews, Conservative Jews, Reform Jews, Reconstructionists, Havurahniks, feminist Jews, secularists, atheists, converts, bagels-and-lox Jews, and those who are “just Jewish.” Although comprising less than three percent of the U.S. population, these Jews’ educational, social, and economic patterns give Jews as individuals and the community as a whole heightened visibility.
     In this course we trace the historical trajectory of the creation and evolution of the American Jewish community. In particular, we will focus on successive waves of immigration, the social and economic patterns that define the community, the ways in which American Jews construct their identities, and the reactions of others to Jews’ entrance into American life.

Required texts:


Student responsibilities:

Office hours and contacts:

Academic Integrity:
     Standards of academic conduct are set forth in the University’s Academic Integrity Code. By registering, you acknowledge your awareness of the Academic Integrity Code, and are obliged to become familiar with your rights and responsibilities as defined by the Code. Violations of the Academic Integrity Code will not be treated lightly, and disciplinary actions will be taken should violations occur. Please see me if your have any questions about the Academic Integrity Code in general or as it relates to our course.

Technology During Class:
      I am, as much as anyone, a fan of the new technologies and welcome appropriate use during class. I define appropriate use to mean that you may use a laptop to take notes, to access documents on e-reserves, and, AT MY REQUEST, to retrieve information from the web. I define inappropriate use to include, but not be limited to the following: “texting” during class, reading your e-mail, writing on your friends’ Facebook walls, watching YouTube, using IM, or surfing the web. If I discover that you use technology inappropriately during class time, you will be marked absent for that class.

Syllabus

Introduction: Periodization and Overview