1940s
Primary Sources
Notes by Ryszard Gansiniec on Lviv University in the Soviet Administration of 1945-1946
Ryszard Gansiniec was a distinguished Polish classical philologist and linguist. From 1920 to 1941 and again from 1944 to 1946, he served as a professor and head of the Department of Classical Philology at Lviv University. His work Lviv Notes comprises a series of letters addressed to his wife, who relocated to Stryżow, Poland, in May 1944. Meanwhile, Gansiniec remained in Lviv until June 1946, where he continued working at Lviv University and the Academy of Sciences. However, in January 1945, he was arrested and detained until May of the same year. Upon his relocation to Poland, he assumed a professorial role at the University of Wroclaw. Later, from 1948 until his passing,...
Ryszard Gansiniec writing about everyday life of Lviv in 1945-1946
Ryszard Gansiniec is a classical Polish philologist and linguist. In 1920–1941 and 1944–1946 he was a professor and Head of Classical Philology Chair of Lviv University. His “Notes of Lviv” are a compilation of his letters to his wife who left for Stryzow (Poland) in 1944. R. Gansiniec stayed in Lviv until June 1946, working at Lviv University and at the Academy of Science under Soviet authority. In January 1945 he was arrested and kept in jail until May. After he moved on to Poland, he was appointed the position of professor of Wroclaw University. In 1948 and until his death, he was a professor of Jagiellonian University. In the compilation of letters presented, R....
Uliana Starosolska’s memories on her deportation from Lviv to Kazakhstan in 1940
Uliana Starosolska (Lviv 1912 – New York 2011), a Ukrainian journalist and writer deported by the Soviets from her home city of Lviv to Kazakhstan at the time of World War II together with her mother Dariia Shuhevych-Starosolska (a pianist, journalist and editor) and older brother Ihor Starosolsky (in future an architect and restorer). The family was sent there to follow her father Volodymyr Starosolskyi, a lawyer repressed in 1940. In 1946 Uliana and her brother came back from the exile. She settled down in Poland, graduated from Poznan University and got her degree in economics. Since 1967 Uliana resided in the USA. She was the editor of the Ukrainian emigrant journal "Nashe...
Excerpt from a 2013 interview with Lviv Puppet Theater actress: War, Gulag, Space Race
This is an excerpt from an interview with an actress in Lviv made in 2013. This actress talks about her wartime experience under German occupation and touches on the various cultural institutions she attended during the war. She went to the Lviv Opera Theater, run 1941-1944 by famous actor and director Volodymyr Blavatsky, who had worked with Kurbas’ Berezil and created a name for himself in avant-garde theater in Poland. He left for the west in 1944. She notes Lesia Kryvytska, an actress who worked in interwar Poland, Nazi-occupied Lviv, and then settled at the Maria Zankovetska Theater in postwar Lviv. She also mentions studying ballet at the Opera’s dance studio. Her mention...
Excerpt from a 2013 interview with an actress, in Lviv: War, Power, Gender
This is an interview with an actress in Lviv who narrates her experience of World War II serving in the Red Army and her start in professional theater in Lviv. First, she tells us about her experience in the war: she served in Stalingrad as a communications operator and was deaf for 10 days from shelling. Her unit served with the First Ukrainian Front all the way to Lviv, where she ends up staying for the rest of her life. Note she never returns to any mention of her family again, so we can presume they did not survive the war. Her description of the war reveals the role that women played in...
Denunciation of Justyna Barycz by “Zhdan”, February 9, 1946
This denunciation of a Ukrainian woman, probably done by a member of the SB OUN Żdan - commander of the Kuszczowa Division, self-defense (SKW) in the 3rd region of the OUN-Baturyn District II. Name unknown. Village Krowica Sama/ Коровиця Сама/ Korovytsia Sama was located within Lubaczów County within the 3rd region. The woman mentioned in the document was a 23-year-old Ukrainian, Justyna Barycz, who lived in Korovytsia Sama. The document accuses her of having sexual relationships with various men; first she was accused of having close relationships (sexual) with Ukrainian police during the war, then with a Polish man. (In 1945 she met a Polish man whom she married). The document also mentions...
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Many stories could illustrate the struggles of Ukrainian women as members of the Ukrainian underground during World War II. One is the story of Marija Savchyn, who in 1939, at the age of fourteen, joined the female youth section (iunky) of the Organization of Ukrainian Nationalists (Orhanizatsiya Ukrayins’kykh Natsionalistiv [OUN]), which spearheaded the Ukrainian nationalist movement. While in high school during the Second World War in Przemyśl, Savchyn joined the Ukrainian underground...
This lecture course comparatively and transnationally investigates twentieth-century communism as a modern civilization with a global outreach. It looks at the global spread of communism as an ideology, an everyday experience, and a form of statehood in the Soviet Union, Europe, Asia (i.e.Mao’s China), and post-colonial Africa. With the exception of North America and Australia, communist regimes were established on all continents of the world. The course will examine this historical process from the October Revolution (1917) to the Chernobyl nuclear disaster (1986), which marked the demise of the communist state. The emphasis is not just on state-building processes or Cold War politics but primarily on the social, gender, cultural and economic policies that...
The course explores the history of Russia as an empire from Peter I up to now in the methodological perspective of the new imperial history. What are the historical preconditions and sources of Russian imperialism and militarism? How did the small principality of North-Eastern Europe manage to create the largest empire in the world? To what extent the Russian Empire of the 18th and 19th centuries differed from European colonial empires as well as eastern imperial polities such as Ottoman Empire and China? How did the imperial nationalities policies emerge and evolve? What role did the competition between "great powers" play in turning Russia into an empire? The course attempts to answer these...
The field of social history has achieved the edge of its popularity in 1950-1980s. It was strongly connected with other disciplines, such as economics, demography, sociology, and allowed historians to reach a much wider range of research themes. Since the 1960s, the social history of the Jewish people became important and influential part of the studies. Historians were exploring the possibilities to study Jewish community with new tools and integrating different representatives of Jewish community – workers, women, immigrants, criminals - in a research. Since 1990s historians of Jewish past shifted their interest to cultural studies. However, in the last years, we can see an economic turn, which signifies the search for a...
The aim of the course is to get to know how to analyze examples of visual culture, including: fiction films and documentaries, video, photography. Both contemporary and historical materials will be studied, together with theoretical texts and publications (from the area of film and media studies, anthropology, cultural studies and history. Although images are mostly seen, if you want to really know them and understand them really well, you must not only "see" them but also "read" them, that means to analyze them as a complex message/ text. That is why at our course we will firstly discuss some terms and categories, that would help us to read images such as: composition, convention,...
This course forms a part of Jewish History and Culture of East Central Europe in the 19th-20th Centuries summer school. The syllabus is availible only in Polish.
The course aims to discuss the major military conflicts of the twentieth century from a gender perspective. In doing so, the course covers the history of global and local wars in a wide variety of regions, including Europe, Africa, and Asia. However, rather than surveying a vast number of military conflicts, we will use a case study approach to conduct in-depth analyses of external and internal dynamics of military encounters and the role of gendered violence during them.
In our mini-course we will explore cultural interaction between Jews and non-Jews (Ukrainians, Poles, Russians) in the borderlands of the Habsburg and Romanov empires. This is interaction that may have been conscious or unconscious, and may have involved encounter, appropriation, negotiation, exchange and destruction.
This seminar explores ideas and practices of heritage in Eastern and Central Europe between 1945 and now. The course is designed as a set of five meetings, which will include short lecture introductions, seminar discussions, and at the end – practical workshop. Our meetings will be about discussing the texts, addressing cases you will read about or already know. Thіs the seminar will be our common effort in reading, asking questions and searching for answers. Therefore it is crucial that you will read assigned parts of selected texts and also consult texts from the recommended reading list. While reading assigned texts, please keep a short track of your ideas and formulate several questions...
Our main focus in this class will consist in Jewish experiences with cities in the twentieth century. Geographically, our center of attention will be Central and Eastern Europe (with our main – but not exclusive – emphasis on territories that, at one point or the other, came under Soviet rule); chronologically, we will concentrate (unevenly) on the period between the end of the First World War and the end of the Soviet Union. In particular, the Holocaust and the Second World War were events of central and terrible importance for this period and area. Accordingly, we will pay special attention to them.
Historians constitute a rather conservative breed, and of course some historians are more conservative than others. The comfort zone of a conservative historian is a document, that is a preserved text, especially one that has some kind of official provenance. Memoirs, testimonies, oral history — the conservative historian considers them at best to be second-rank sources, too subjective and uncertain. This kind of historian does not even recognize visual materials as sources and makes no use of them. But this is unfortunate, because we live at a time in which all sorts of information is presented ever more frequently by visual means. Our students have become accustomed to acquire information in a form...
Ukraine’s twentieth century was tragically marked by much politically motivated violence and authoritarian regimes as well as movements, from the radical left and the radical right. These forces and events did not only do great harm in the past but left memories and legacies that are still challenging to contemporary Ukraine. In this class, we will focus on several key issues of history, memory, and politics. The readings cannot be exhaustive. Instead, our aim is to read and discuss a sample of important short texts that allow us to reflect more broadly on the underlying questions.
This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school (July 13 – August 7, 2015. Center for Urban History. Lviv, Ukraine).
This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.
This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school. The syllabus is available only in Polish.
This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.
The course will cover the major development of the East European Jewry from the mid-eighteenth century till the present. More specifically, it will focus on the apparently largest category of modern Jewish history, i.e. modernity itself. The course will start with the discussion of what modernity means in contemporary scholarly discourse, and—more specifically—how it is applied today in historiography of East European Jewry. This introduction will provide a frame for the focus of the course: the analysis of the changing life patters and differing strategies of adopting, rejecting, or negotiating modernity in every-day lives of East European Jews.