Outline

Overview

Holocaust and genocide museums and memorials continue to grow in number and appeal. This unit tracks their evolution as a genre, the theoretical and political debates that have accompanied their development and their increasingly influential public and political roles. We examine both purpose-built institutions and those developed at former sites of mass murder, reflecting on how these sites of trauma both shape our understanding of past events and contribute to contemporary debates concerned with genocide prevention and other related issues.

Unit details and rules

Academic unit	Hebrew, Biblical and Jewish Studies
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Gregory Uzelac, gregory.uzelac@sydney.edu.au

Assessment

The census date for this unit availability is 21 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Participation Participation	10%	Ongoing	Ongoing	AI allowed
Outcomes assessed:
Portfolio or journal	Learning journal Reflective journal demonstrating your ongoing learning process in this unit	15%	Week 06 Due date: 09 Sep 2026 at 23:59 Closing date: 23 Sep 2026	1000 words	AI allowed
Outcomes assessed:
Written work	Critical assessment Critical assessment of your choice of Holocaust/genocide site	25%	Week 07 Due date: 16 Sep 2026 at 23:59 Closing date: 07 Oct 2026	1500	AI allowed
Outcomes assessed:
Written work	Research essay Research essay	50%	Week 10 Due date: 14 Oct 2026 at 23:59 Closing date: 28 Oct 2026	3,500 words	AI allowed
Outcomes assessed:

Assessment summary

See Canvas site for a full description of assessment tasks

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Work demonstrates an excellent analytical framework discussed in depth and knowledgeable engagement with the topic; uses a wide range of primary and secondary sources to excellent effect; provides a thoughtful and original discussion of well-chosen examples/case studies; makes skilled use of writing style appropriate to the task; shows a high level of creativity and critical thinking.
Distinction	75 - 84	Work demonstrates a sound analytical framework discussed to some depth and knowledgeable engagement with the topic; uses a wide range of primary and secondary sources to good effect; provides a coherent and in-depth discussion of well-chosen examples/case studies; makes skilled use of writing style appropriate to the task; shows originality and depth of reflection.
Credit	65 - 74	Work demonstrates a sound analytical framework and knowledgeable engagement with the topic; uses a good range of primary and secondary sources to good effect; discusses well-chosen examples/case studies in some detail; employs a clear and mostly correct writing style appropriate to the task; shows original and critical thinking.
Pass	50 - 64	Work demonstrates at least a minimal analytical framework and engagement with the topic; a clear and coherent discussion in a writing style appropriate to the task; uses a limited but well-chosen range of primary and secondary sources and demonstrates a reasonable understanding of them; uses appropriate examples.
Fail	0 - 49	Work has no analytical framework and demonstrates insufficient engagement with the topic and primary and secondary sources; responses do not reflect the subject, are unclear or confused, and do not reveal an adequate understanding of the topic or sources.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Sites of Trauma, Landscapes of Genocide: An Introduction 2. Entering into the Holocaust Studies Space	Lecture (2 hr)
Week 01	1. Sites of Trauma, Landscapes of Genocide: An Introduction 2. Entering into the Holocaust Studies Space	Tutorial (3 hr)
Week 02	Landscapes of the Holocaust	Lecture (2 hr)
Week 02	Landscapes of the Holocaust	Tutorial (3 hr)
Week 03	Comparative Holocaust Memory: Yad Vashem, US Holocaust Memorial Mueseum, and the Sydney Jewish Museum	Lecture (2 hr)
Week 03	Comparative Holocaust Memory: Yad Vashem, US Holocaust Memorial Mueseum, and the Sydney Jewish Museum	Tutorial (3 hr)
Week 04	Living Memory: Pedagogy and Curation and the Moving Image in Genocide Memorialisation	Lecture (2 hr)
Week 04	Living Memory: Pedagogy and Curation and the Moving Image in Genocide Memorialisation	Tutorial (3 hr)
Week 05	The Museum/Memorial in Other Human Rights Contexts 2. Remembering for the Future: Contemporary Challenges	Lecture (2 hr)
Week 05	The Museum/Memorial in Other Human Rights Contexts 2. Remembering for the Future: Contemporary Challenges	Tutorial (3 hr)

Attendance and class requirements

Attendance: Students are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board which will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

There is no lecture recording.

Artificial Intelligence: Controlled use of AI is permitted in different capacities for different assignments. A detailed overview of this policy will occur in the tutorial for Week 1.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library LEganto system, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Investigate and explain the historical and contemporary significance of Holocaust/genocide museum/memorial sites.
LO2. Demonstrate a working knowledge of current scholarly debates in the broad area of Holocaust/genocide memory and representation and in particular those relating to the former sites of mass murder as well as purpose-built memorial sites.
LO3. Demonstrate an advanced understanding of the relationship between group and/or national experiences of trauma and the development of museums/memorials through historical, theoretical, philosophical, and museological research.
LO4. Analyze the ethical debates surrounding the representation of genocide and mass violence and in particular their ramifications for the development of Holocaust and genocide museums/memorials.
LO5. Evaluate the above listed theoretical concerns in relation to a variety of practical examples.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

More diversity of sites will be considered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

JCTC6100: Sites of Trauma, Landscapes of Genocide

Semester 2a, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links