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Spring 2018 Course Schedule | Tuesday

 Click here to view a PDF version of the Spring 2018 Course Catalog. 

Click here to view a sortable schedule of Spring 2018 courses. Sort by day, class period, duration (5 or 10 week), or category.

To view the course schedule, click on each day of the week.

Spring 2018 courses will begin the week of March 5 and run through the week of May 14, with a break the week of April 2. There will be no courses on Patriot's Day, Monday, April 16. For the Spring 2018 schedule, click here.

If needed, make up classes will be held May 21-24

Please be sure to click on the name of the course to read the description before signing up.

 


Monday

Tuesday

Wednesday

Thursday


Time Class

Period 1
9:30 a.m. to 10:55 a.m.

FILM1-5a-Tue1  
Steven Spielberg and His Films
Irwin Silver
5 Week Course - March 6 - April 10
*This class will run during course periods 1&2

LIT3-10-Tue1 
Another Country: The Literature of the American South
Kathryn Bloom

SCI3-5b-Tue1   
Our Energy Future
Carl Lazarus
5 Week Course - April 17 - May 15

LIT9-10-Tue1  
Introduction to Science Fiction: What is Sci-Fi and Why Should We Read It?         
Dennis Greene

SOC3-10-Tue1 
What’s Justice Got to Do with It? Justice and the Right Thing to Do
William Grogan

Period 2
11:10 a.m. to 12:35 p.m.

FILM1-5a-Tue1 
Steven Spielberg and His Films
Irwin Silver
5 Week Course - March 6 - April 10
*This class will run during course periods 1&2

ART3-10-Tue2  
Nevertheless She Persisted: Remarkable Women in Western Art  
Suzanne Art

LIT2-5a-Tue2 
Crime and Punishment and Moral Turmoil in the 21st Century
Avi Bernstein
5 Week Course - March 6 - April 10

SCI4-5b-Tue2   
Problem Solved: Finally, Mathematics Problems That Everyone Understands
Bill Thedford
5 Week Course - April 17 - May 15 

LIT1-10-Tue2   
Hamlet: Prequels and Re-imaginings
Barbara Apstein

SCI2-5b-Tue2  
Five Episodes in the History of Science
Fara Faramarzpour
5 Week Course - April 17 - May 15

12:35 p.m. to 2:00 p.m.

Lunch, Learning, and Social Life

Period 3
2:10 p.m. to 3:35 p.m.

LIT13-10-Tues3 
Revolution and Resistance in Twentieth-Century Poetry
Jan Schreiber

H&G8-10-Tue3 
Reconstruction: America Attempts to Rebuild Itself and Its Relationship with African Americans
Steve Messinger

H&G9-10-Tue3 
The European Lost and Found: Displaced Persons after World War II
David Nevard


FILM2-5a-Tue1 Steven Spielberg and His Films

Leader
 –  Irwin Silver

Tuesday – Course Period 1&2 – 9:30 am to 12:35 pm
5 Week Course – March 6 – April 10
(No Class April 3 for Spring Break)
*Note: This course will run during Periods 1 & 2.

Description      Steven Spielberg is one of the greatest directors and producers of all time. His films have had great meaning and many have been historic in nature. He has had many blockbusters and successful movies. We will watch five of his most successful films, followed by class discussion. The movies that we will be watching and discussing will include: Jaws, E.T., Catch Me If You Can, Bridge of Spies, and Saving Private Ryan.

Readings     SGL will supply readings from a variety of sources by e-mail.

Preparation Time  1 hour per week

Biography    Irwin Silver received a Bachelor of Science degree with a major in accounting and finance from Northeastern University, where he later served as an adjunct professor. He spent 46 years in the investment industry with a national firm, retiring as a First Vice President-Investments. Irwin has devoted much time as a volunteer for charitable organizations and political organizations. In his younger years he was an avid skier. He has taught many film classes at BOLLI.

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LIT3-10-Tue1 Another Country: The Literature of the American South

Leader
 –  Kathryn Bloom

Tuesday – Course Period 1 – 9:30 am to 10:55 am

Description     To many people living in New England, the American South is another country. They do things differently there. At a time during which the United States seems so economically and regionally divided, this course seeks to provide insight into the American South through its literature. We begin and end with discussions of Harper Lee’s To Kill a Mockingbird (1960), one of the most beloved novels of our time. But is this the only way to look at and think about the South? Together, we will explore other Southern literature to identify different perspectives. Our reading will include Walker Percy’s novel The Moviegoer (1961), William Faulkner’s novella Spotted Horses (1931), and a selection of short stories by Southern authors ranging from the well-known to the obscure. The course involves preparatory reading each week and active participation in class discussion.

Readings    William Faulkner, Spotted Horses (This can be read online at no cost at https://biblioklept.org/2014/05/13/spotted-horses-a-short-story-by-william-faulkner/ .)
Harper Lee, To Kill a Mockingbird
Walker Percy, The Moviegoer
The Signet Classic Book of Southern Short Stories. Edited by Dorothy Abbott and Susan Koppelman. 1991.
Specific editions will be included in the welcome letter to class members.  NOTE:  It is very important that students order the specific editions requested, as there are multiple versions of some of the texts we will be reading.

Preparation Time     2-3 hours per class  

Biography   Kathryn Bloom is a doctoral student at Northeastern University, where she is completing a dissertation on the fiction of Edna Ferber and Fannie Hurst.  She has led courses at BOLLI in Jewish literature, Canadian literature, New Jersey literature, and World War I literature.

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SCI3-5b-Tue1 Our Energy Future

Leader  –  Carl Lazarus

Tuesday – Course Period 1 – 9:30 am to 10:55 am
5 Week Course - April 17 - May 15

Description     Fossil fuels are responsible for the unparalleled improvement in the standard of living around the world since 1800. In the last few decades China has been pulled out of poverty and India and other developing countries have made great progress.  Unfortunately, the world must kick its dependence on fossil fuels in order to avoid catastrophic climate change. What are the prospects and problems of the various carbon-neutral energy sources?  Will we be able to have a world of abundance, or will it be one of scarcity?  This course will explore the concept of a “carbon budget” and how to use it wisely, and examine the known alternative energy sources: solar, wind, hydro, nuclear, biomass and geothermal. We will look at the related issues of energy storage and a “smart” grid, both essential for using intermittent power sources such as wind and solar. We’ll consider the advantages and disadvantages and the challenges, technical and economic. Carbon capture and sequestration will also be examined, as a solution that has been proposed to permit continued use of fossil fuels without atmospheric release of CO2. Classes will consist of a mixture of lecture and discussions.

Readings   Our Renewable Future by Richard Heinberg and David Fridley.
There will also be some short online materials.

Preparation Time    About 40 pages per week from the text, plus occasional short online articles.

Biography     Carl Lazarus studied chemistry at Yale and biochemistry at Brandeis, but subsequently studied computer science at MIT and made his career in information technology.  He wrote software and managed software development for the health care industry, and later managed various online services.  In retirement he has been reading avidly on climate issues and has recently been attending visiting scientist lectures at the MIT Energy Initiative.

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LIT9-10-Tue1 Introduction to Science Fiction: What is Sci-Fi and Why Should We Read It?

Leader  –  Dennis Greene

Tuesday – Course Period 1 – 9:30 am to 10:55 am

Description    The objective of this course is to introduce the joy of reading science fiction to those who may be unfamiliar with the genre, and offer experienced sci-fi fans the opportunity to revisit a number of classic works which have withstood the test of time. We will discuss what we mean by “speculative fiction”, and try to distinguish “science fiction” from “fantasy” literature. We will survey notable works from several sub-genres, including “hard”, “soft” and “dystopian” science fiction, and “sword and sorcery” fantasy literature. We will also discuss science fiction in film and television. Readings will include Foundation by Isaac Asimov, The Princess of Mars by Edgar Rice Burroughs, Ringworld by Larry Niven, and selections from Asimov’s robot stories. The emphasis will not be on scholarly analysis or literary criticism, but on plot, characters, core ideas, dialogue and those other elements which enable us to escape the here and now and embark on imaginary journeys. The classes will consist of some presentation by the SGL covering the definition of science fiction, a survey of the various genres and summaries of some of the most notable sci-fi literature, but the majority of class time will be devoted to class discussion, and enthusiastic participation is encouraged.

Readings    The Princess of Mars by Edgar Rice Burroughs (159 pages)
Foundation by Isaac Asimov (296 pages)
Ringworld by Larry Niven (342 pages)
Selection of Asimov’s short stories and novellas involving the laws of robots, including I, Robot stories and Caves of Steel (Handout, No charge)

Preparation Time    75-100 pages of light reading. No more than 2 hours per week.

Biography  Dennis Greene has been a member of BOLLI for two semesters. He earned an engineering degree from Lafayette College, and both an MBA and a JD degree from Boston University. He spent five years working as an engineer and then 40 years as a lawyer. Dennis has no relevant education or teaching experience. His only credential for teaching this course is his 60 years as a pop culture geek and junkie. He saw The Day the Earth Stood Still in 1951, when he was seven years old and has been hooked on speculative fiction ever since.

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SOC3-10-Tue1 What’s Justice Got to Do with It? Justice and the Right Thing to Do

Leader  –  William Grogan

Tuesday – Course Period 1 – 9:30 am to 10:55 am

Description     The question, “What is the right thing to do?” is one everybody faces. Whether we are discussing our personal lives, society, or government, we all have beliefs about what is just and how we should live. In this course, we will explore these intuitions alongside Harvard University professor Michael Sandel to understand the weighty concept of justice. Each week, we will watch one of Sandel’s online lectures from his renowned Justice course at Harvard and engage in discussion about contemporary social issues to challenge our intuitions about justice and sharpen our reasoning about ethical questions. Following Sandel, we will explore topics such as affirmative action, income distribution, assisted suicide, surrogacy, same-sex marriage, abortion, stem cell research, debates over human rights and property rights, and more. Students will be expected to watch the corresponding lectures by Michael Sandel prior to class each week; classroom time will be split between an in-class presentation of Sandel’s material and discussion of the important and exciting topics introduced by each week’s lecture. 

Readings    Michael Sandel, Justice: What’s the Right Thing to Do? (Farrar, Straus, and Giroux, 2010).
Additional readings may be consulted; these will be optional and made available online as needed.

Preparation Time     1.5 - 3 hours 

Biography   William Grogan is a graduate student at Brandeis University where he is currently pursuing his M.A. in Philosophy. Having helped teach ethics in the past, William is particularly interested in the way our underlying philosophical commitments inform our everyday beliefs and our ability to reason consistently with these commitments. Beyond ethics, his research interests include epistemology, philosophy of mind, and existentialism. William holds a B.S. in Practical Ministries from Southeastern University where he studied divinity, philosophical theology, religious epistemology, and ethics.

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ART3-10-Tue2  Nevertheless She Persisted: Remarkable Women in Western Art        

Leader  –  Suzanne Art

Tuesday – Course Period 2 – 11:10 am to 12:35 pm 

Description     Women have been creating works of art since earliest times – weaving, embroidering, illustrating manuscripts, even composing melodies. During the Renaissance, certain women gained access in artists’ studios (usually through family connections) to try their hands at painting in oils. Although they occupied an inferior status to their male counterparts, they proudly signed their paintings. This was the beginning of a quiet revolution: Despite the difficulties they encountered in training, travelling and selling their work, to say nothing of the discrimination imposed by the male-dominated art academies, many women gained recognition in their own times. Sadly, they were usually forgotten after they died. Few people wanted to acquire their paintings, unless, as often happened, they were attributed to male contemporaries! Happily, in recent years, curators and art historians, and feminists in general, have promoted the role of women in the arts. Nowadays, galleries and exhibits devoted to the likes of Élisabeth Vigée Le Brun attract huge crowds. A recently discovered small painting by Baroque artist Artemisia Gentileschi sold for $2 million; a floral painting by Georgia O’Keefe went in 2014 for $45 million. Times are clearly changing for the ladies! This course will examine the lives and experiences of women artists from the Renaissance to the early 20th century – focusing upon the familiar as well as the not so familiar. There will be a combination of presentation and discussion.  

Readings    All assignments are online: brief biographies and articles as well as videos of art historians and noted curators discussing specific paintings.

Preparation Time     About an hour and a half

Biography    Suzanne has always loved art and history. Her favorite pastime is “experiencing” the paintings in art museums. She has a BA in History, an MA and ABD (all but dissertation) in the French Language and Literature, and an MA in Teaching. She taught history for 16 years at a private school. During that time, she also wrote a series of twelve history books, a major feature of which is the study of art in a given culture. She has taught five courses at BOLLI: Painters of the Italian Renaissance, Three Giants of the Northern Renaissance, Let’s Go for Baroque, From Frou-frou to Heroic: Painting in 18th and early 19th Century France, and Remarkable Women in Western Art.

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LIT2-5a-Tue2 Crime and Punishment and Moral Turmoil in the 21st Century

Leader  –  Avi Bernstein

Tuesday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course – March 6 – April 10
(No Class April 3 for Spring Break) 

Description     Crime and Punishment by Fyodor Dostoevsky is remembered as a classic, forbiddingly dense but invitingly rich in characters and ideas. We will approach this text with a special interest in whether modernism can deliver on its own aspirations as a literary movement. In its time, this movement made a titillating promise. “I will help you understand and respond to the human predicament, if only you will read me carefully and with discernment,” the texts of Dostoevsky, Turgenev, Mann, Woolf, and Kafka seem to say! “If God, scripture, and religious community have let you down, become an object of indifference or even contempt for you, nevertheless my texts and the community of readers around them will be there for you.” In Crime and Punishment, the enigmatic protagonist, Raskolnikov, a character who insists he is a law to himself, stands in for the perverse directions our modern aspiration to autonomy can take. As a counterpoint to the protagonist’s perversity, the examining magistrate, Porfiry, puts into play a moral challenge – whether theological, jurisprudential, or ethical we will need to decide – that readers must contend with, both as connoisseurs of the text and in their lives beyond the classroom. Crime and Punishment will provide us with a sublime opportunity to weigh the merits and demerits of modernism, and measure the quality of our own moral insight, because whether judged as a psychological tract, a character study, or a moral inquiry, it is so compellingly good.

Readings    Students must purchase this exact translation and edition of Crime and Punishment: Penguin Classics Deluxe Edition, by Fyodor Dostoevsky translated by Oliver Ready (July 14, 2015)  ISBN-0143107631 or ISBN- 978-0143107637

Preparation Time     Members are asked to read the book prior to the start of class, if possible, and to reread sections of 50 to 75 pages in advance of each session.  If members are reading the book for the first time concurrently with taking the class, reading will be approximately 150 pages per week.

Biography     Avi Bernstein is the director of BOLLI, and holds a doctorate in religious studies. Previous BOLLI courses have taken up the literary work of Nathaniel Hawthorne, Franz Kafka, Thomas Mann, Iris Murdoch, and Virginia Woolf.

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SCI4-5b-Tue2 Problem Solved: Finally, Mathematics Problems That Everyone Understands

Leader  –  Bill Thedford

Tuesday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course - April 17 - May 15

Description     This course looks at easily understood problems that took decades, centuries, or millennia to solve. For example, using a compass and straight edge to divide any angle into 3 equal parts is a problem from ancient Greece that was not solved until the mid-19th century. More recently a NH professor proved that only 4 colors are necessary to color a map. What was so hard? We will also examine the false proofs that 1 = 2 and that all triangles have 2 equal sides. What went wrong? We will conclude the course with a discussion of men and women of mathematics and how their work affects our daily lives. Individuals with a course in high school algebra (first course) and geometry will have no difficulty in understanding the problems and solutions. The solutions will be described in general terms with references for those that want to look more deeply.

Readings   There is no text.  Internet sites will be referenced and some material will be distributed.  

Preparation Time     Approximately 2 hours.

Biography     Bill Thedford has had a life-long interest in the evolution of mathematics from ancient times to the present. His recent retirement from 40 years as an aeronautical systems engineer affords him the time to return to his favored interest. Bill received a Ph.D. in pure mathematics in 1970. He taught the entire undergraduate and graduate curriculum in mathematics. During the last 47 years he taught classes to all levels from 5th graders in a summer program to systems engineers learning a new discipline.  

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LIT1-10-Tue2 Hamlet: Prequels and Re-imaginings

Leader  –  Barbara Apstein

Tuesday – Course Period 2 – 11:10 am to 12:35 pm

Description     “The play's the thing...” and Hamlet is a play that has enthralled audiences and stimulated volumes of debate and commentary since it was first performed around 1600. Shakespeare’s best-known tragedy has also inspired generations of writers, artists and filmmakers. In this course we'll read the play but first we'll explore the medieval stories from which Shakespeare derived his plot. Then we'll examine how contemporary writers have taken this tragedy of murder and revenge down new and fascinating creative paths. In Gertrude and Claudius, John Updike re-imagines the central adulterous couple; Tom Stoppard’s play, Rosenkrantz and Guildenstern are Dead, sees the action through the eyes of two peripheral characters; and Ian McEwan’s witty novel, Nutshell, gives us a perspective like no other. Most of the class will be devoted to discussion.

Readings    Shakespeare, Hamlet (any edition that includes line numbers)
John Updike, Gertrude and Claudius
Tom Stoppard, Rosenkrantz and Guildenstern are Dead
Ian McEwan, Nutshell
Inexpensive used editions of these works are available from abebooks, Amazon and elsewhere.
The SGL will distribute additional readings.

Preparation Time     2 to 3 hours of reading. 

Biography     Barbara Apstein received a doctorate in English from the City University of New York. At Bridgewater State University, where she was a professor of English for 35 years, she taught a variety of courses, ranging from Chaucer to History of the English Language and Modern British Fiction. She has published articles on Jane Austen and Virginia Woolf, among other topics. Knowing that BOLLI students like a challenge, she last taught James Joyce’s Ulysses.

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SCI2-5b-Tue2 Five Episodes in the History of Science

Leader
 –  Fara Faramarzpour

Tuesday – Course Period 2 – 11:10 am to 12:35 pm
5 Week Course - April 17 - May 15 

Description    The history of science and mathematics is a fascinating part of the intellectual development of mankind. In this course we will study five periods in this development.  They are the following in sequential order:

          - Babylonian and Assyrian Astronomy (1100 BCE). The creation stories: “Enuma Elish” and the Biblical Genesis.
          - Greek Science (585 BCE-150 CE). Pre-Socratics and the development of mathematics and observational astronomy. Exploration of              the world of living things: Plato’s “The Timaeus” and Ptolemy’s Almagest.
          - Greek Thought, Islamic Culture (850-1256 CE). The House of Wisdom in Baghdad: Translation of Greek texts into Arabic, and                    contributions in mathematics, astronomy and medicine (Avicenna- Cannon of Medicine-1025CE)
          - Latin Science (1100-1500CE), and the beginning of university education. Paradigm shift: Copernicus, Kepler and Galileo.
          - Modern Science (1500 CE-now): gravity and light, modern astronomy, particle physics and the new creation story (the Big Bang).

Readings   Assignments will be posted on the class web site.

Preparation Time  about 2 hours

Biography     Fara Faramarzpour’s academic background is in physics and astronomy. He enjoys reading about history of science, and how different cultures contributed to the understanding of the physical world through mathematics and experiments.

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LIT13-10-Tues3 Revolution and Resistance in Twentieth-Century Poetry    

Leader  –  Jan Schreiber

Tuesday – Course Period 3 – 2:10 pm to 3:35 pm 

Description    What survives from the tempestuous struggles over poetry in the twentieth century?  The spirit of the times encouraged radical departures from once-established norms, and rebellious voices thrived. Even poets with a strong allegiance to tradition found much to admire and emulate in the experimental works appearing on both sides of the Atlantic. Only now, at a remove from the battles once fought between radicals and reactionaries, can we survey the century’s achievements with some objectivity. This course will pay close attention to the work of more than two dozen poets who imbibed the anti-establishment fervor that peaked a hundred years ago, even if their poems did not always appear to break rules or flout conventions. Many of the poets and poems in the syllabus appeared in the 2014 course entitled “The Many Faces of Modernism” (e.g. Frost, Auden, Bishop, Lowell), though there are new ones as well (e.g. MacNeice, Snodgrass, Paterson, James). As in that course, emphasis will be placed on close reading, on sound and rhythm, and on poets’ techniques for conveying meaning and feeling.

 Readings    Syllabus includes a chapter from Sparring with the Sun by Jan Schreiber. All poems for the course are included in the syllabus, which will be provided in advance.

Preparation Time    Members are encouraged to spend at least two hours preparing for each class.

Biography  Jan Schreiber received a PhD in English and American Literature from Brandeis in 1972, after which he taught at Tufts and UMass Lowell, edited a literary magazine (Canto), and inaugurated the poetry chapbook series at the Godine Press. An author of four books of poetry and many critical articles, he runs an annual symposium on poetry criticism at Western State Colorado University. He has been an SGL at BOLLI since 2012. His book Sparring with the Sun, on contemporary American poets and poetry, was published in 2013. His most recent book of poems, Peccadilloes, appeared in 2014. In 2015 he was named poet laureate of Brookline, Massachusetts.

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H&G8-10-Tue3 Reconstruction: America Attempts to Rebuild Itself and Its Relationship with African Americans

Leader  –  Steve Messinger

Tuesday – Course Period 3 – 2:10 pm to 3:35 pm

Description    America engaged in the bloodiest civil war in the history of the Western Hemisphere.  Approximately 620,000 soldiers died from combat, accident, starvation and disease during the war. Some claim the war was about slavery, states’ rights or the fear of losing a way of life.  The war devastated the South and saw the emancipation of some 4,000,000 black men and women.  How to rebuild the South? What to do for/with the former slaves? The North attempted to answer these questions by a program of Reconstruction.  Reconstruction addressed a number of issues:  How the eleven seceding states would regain what the Constitution calls a “ republican form of government”, and be reseated in Congress; the civil status of the former leaders of the Confederacy; and the Constitutional and legal status of freedmen and freedwomen, especially their civil rights and whether freedmen should be given the right to vote.  Intense controversy erupted throughout the South over these issues. We will look at the status of the black men and women in America, North and South, before and after the Civil War.  We will look at Abraham Lincoln’s attempts to address the aftermath of the war and with his death, Andrew Johnson’s failed program of Presidential Reconstruction.  We will look at Congress’ approach to Radical Reconstruction and how that program addressed the status of Southern whites who supported the Confederacy, Southern Unionists who remained loyal to the United States, and the freed slaves. We will explore these questions and how Reconstruction ends while blacks become disenfranchised for almost 100 years.

Readings    The Era of Reconstruction: 1865-1877 by Kenneth M. Stamp

Preparation Time   Typically one hour per week

Biography   

Steve Messinger has degrees in chemical engineering from Columbia University and spent his career in technical marketing of membrane processes to the pharmaceutical, dairy, and water industries. During his travels, plane time gave him the opportunity to read, become interested in, and finally passionate about history. While he has read widely on all Western history, he has had an ever growing fascination with the formation of this country. He has read extensively and hopes to transmit some of the passion he has developed. This will be his sixth opportunity to be an SGL. All of the classes that he has led have concerned the formation of this country.

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H&G9-10-Tue3 The European Lost and Found: Displaced Persons after World War II

Leader  –  David Nevard

Tuesday – Course Period 3 – 2:10 pm to 3:35 pm

Description   In the late 1940s, “DP” was a term – sometimes pejorative – to describe Europeans who didn’t seem to belong anywhere. Thin, tired, wearing donated clothing, they waited in crowded “camps,” mostly former army barracks. The camps were assigned by nationality, with the Jews being counted as a separate nation. The DPs could not return to their home countries, but it seemed no nation on earth was willing to take them. Over 400,000 displaced persons eventually came to the United States. Their children and grandchildren have become part of American society, but the story of their struggles is largely forgotten. We will focus on the stories of individual DPs. Their backgrounds were varied -they had been forced laborers, prisoners of war, concentration camp survivors, people who’d spent the war in hiding or in Siberia. They began new lives in the camps, where Jews, Ukrainians, Poles, and Baltics formed communities. We will also look at high-level policy - how Americans like Harry Truman, Dwight Eisenhower, Eleanor Roosevelt (and even Ronald Reagan and Fiorello LaGuardia) worked to help the displaced. DPs were personally affected by Cold War politics, and were actively involved in the birth of the State of Israel. The SGL will introduce each topic, illustrated with slides and brief videos. This will be followed by discussion; personal family stories will be encouraged.

Reading   DPs: Europe’s Displaced Persons, 1945-1951, by Mark Wyman, Cornell University Press. 

Preparation Time   20 pages per week plus some additional readings (1 to 2 hours).

Biography    David Nevard grew up in Waltham and now lives in Worcester. While in high school he took some advanced courses at Brandeis, including European Politics with Roy Macridis, which started a lifelong interest in the history and politics of Europe. David attended UMass-Amherst majoring in English, and then spent over 30 years in the corporate world – first in accounting and then information technology for Staples, Inc. David has furthered his interest of history with several courses at BOLLI over the past four years. His wife’s family were displaced persons after World War II, which inspired this course.

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