HIS 213: Genocide
Dr. Jonathan Alexander
Office, Academic 317
609-894-9311 or 856-222-9311 (x1123)
E-mail: jalexand@bcc.edu
http:// http://staff.bcc.edu/faculty_websites/jalexand/213syl.htm
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Texts and Materials:
Blood and
Soil: A World History of Genocide and Extermination from
Excerpts from various historical documentaries and feature films.
Online materials and resources as appropriate.
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Course Description:
This course presents a timeline of intolerance through an
historical analysis of genocide. Students will discuss how prejudice and
discrimination lead to human rights violations and challenges to social
justice. Projects and topics center on the issues of conscience, ethics, and
moral responsibility. Topics included, but are not limited to, genocides in
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Course Objectives:
1. Student will become more knowledgeable about historical events prior to and within the 20th Century as they relate to genocide, acts of atrocity, and human rights violations.
2. Students will become familiar with the consequences of terrorism against and victimization of individuals and groups and the subsequent roles and responsibilities of the international community.
3. Students will be able to identify and analyze various forms of individual and collective resistance to oppression.
4. Students will be able to identify if similarities exist among the historical examples of genocides and massacres to determine if common causes or influences can be acknowledged and anticipated.
5. Students will be able to analyze critically the creation and impact of victim, survivor, and witness testimony through various forms of expression and articulation.
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Course Expectations:
Attendance: If the student is to profit from any course, he or she must attend class on a consistent basis.
Students must attend all classes for the full duration of each session. Should you need to miss a class for observance of religious holidays, jury duty, military duty, bereavement, or illness, you must notify the instructor by e-mail prior to or within 24 hours after the class. Without such communication, students forfeit the right to make up missed work and will receive a zero for missed assignments. If such communication is made, students will be permitted to make up missed work at the beginning of the following class meeting. It is, therefore, the student’s responsibility to read the syllabus and be prepared for current as well as missed assignments.
Entering class late or leaving class early (without prior notification) is considered disrespectful and will not be tolerated.
Academic Etiquette: Students will respect themselves, their peers and their instructors by considering the following:
Cell phones must be kept on silent. No calls are to be made or received during class. If you are expecting an important call during the class meeting time, notify me prior to class and quietly excuse yourself if the call is received. No other use of phones in class will be tolerated.
Students who wish to use the restrooms may do so by quietly excusing themselves. If a student believes he or she will require an absence of more than a few minutes, it is his responsibility to notify me accordingly.
Communication:
If you leave a message on my office voice-mail (x1123), please remember to speak clearly and provide your name, course information, and phone number if you request a return call.
If you contact me via e-mail, it is expected that you use the BCC “Mymail” account provided to you by the College. Messages sent through any other email account may not be received or responded to.
Students who send me e-mail and do not receive a reply of any kind within 48 hours should assume it was never received. Such e-mails should be resent. If you send an email, it is your responsibility to check your own email to determine if my reply has been received. If your message doesn’t present itself as urgent, I may reply quickly and briefly and ask to get back to you before long.
Students who send e-mails containing attachments may save these documents as one of the following types: DOC, DOCX, TXT, or RTF. Please do not send any ODT, WPS or MAC “Pages” files. You may also choose to copy and paste the text of your assignment into the e-mail message itself, and always send a copy back to yourself (or another email account) as a receipt to verify if the transmission fails to reach me.
Class Assignments:
All work written and submitted should utilize standard rules of grammar, sentence organization, paragraph organization, and diction.
All formal papers are to be typed, titled, double spaced, and carefully proofread. Documents are not to be held together by paperclips, alligator clips, or other creative measures. Papers will not be accepted unless they are stapled prior to arriving to class. Asking me to borrow a stapler will not ingratiate you.
All assignments are due on the date specified on the syllabus. Assignments which are not submitted during the class session they are due will be penalized. If you happen to be absent for a particular class session and you wait to submit a paper until the next class meeting, it will lose 15% for each day it is late. NOTE: A “day” is a calendar day, not a class meeting. A paper which is received by email within two hours of the end of the assigned class session will be considered submitted on time (without a penalty for lateness). A paper which is received after two hours, but before 10pm on the assigned day, will incur a late penalty of 5%. All other papers received after 10pm on the assigned day will incur a 15% penalty per calendar day.
If a student communicates an absence and presents reasonable justification, this absence will not be counted against the student’s course grade; however, such an absence does not allow for more time to complete assignments. Since students are provided with all assignments and deadlines on the first day of the semester, excuses such as “crashed computers,” “lost data,” “misplaced flash drives,” or “empty printer ink cartridges” will not be accepted. There is no excuse for not saving all documents twice (hard drive and floppy/flash). Make use of the College’s computer labs before the assignment is due.
Plagiarism will not be tolerated under any circumstances. Be aware that plagiarism includes (but is not limited to) copying someone else’s words without crediting the source; paraphrasing someone else’s words without crediting the source; using someone else’s ideas without crediting the source (even if rephrased in your own words); using facts not universally known which are obtained from a source without crediting the source; asking someone else to write your paper, either in whole or in part; or obtaining a paper or portion thereof by any means and submitting it as an original document. The penalty for plagiarism is failure of the assignment and potentially failure of the course (at the instructor’s discretion), and it may result in suspension or expulsion from the College (at the discretion of the Student Affairs Committee). Please refer to the BCC Student Handbook for additional information regarding College regulations and the handling of plagiarism
.
Assignments: To achieve the goals in this course, the student will be held responsible for the following work.
CLASS PARTICIPATION AND CONTRIBUTION (20 pts): Daily reading assignments, writing assignments, sharing of ideas, and independent and student-led group discussions and activities.
ACTION POSTER (20 pts): Students will work in pairs to construct a 24x36-inch poster illustrating one of the genocides or ethnic massacres discussed in class. The poster should be informative, creative and persuasive. It should incorporate text and images as suitable. Consider how shape, images, symbols and perspective can be used to communicate a message. Consider what emotion should be evoked, what message should be transmitted, and to whom it should be directed. Options include the following groups:
Spanish Inquisition
African-Americans
Native
Americans
Herero/Nama
Armenians
Jewish
Victims of the Holocaust
Non-Jewish
Victims of the Holocaust
Cambodians
Bengali
Rwandans
East Timorise
Bosnians
Kurds
Chechens
Sudanese
Sierra
Leoneans
Congolese
FILM ANALYSIS (20 pts): This analysis shall be 1500 to
2000 words in length. Students will write an analysis of Hotel Rwanda, shown
in class on session 11. Questions for consideration appear in syllabus below.
MIDTERM EXAM (20 pts): Objective and short-answer questions covering the first half of the semester material.
FINAL EXAM (20 pts): Objective and short-answer questions covering the second half of the semester material.
|
points earned |
final grade |
|
88.5 – 100 |
A |
|
86.5 – 88 |
B+ |
|
79.5 – 86 |
B |
|
77.5 – 79 |
C+ |
|
74.5 – 77 |
C |
|
69.5 – 74 |
D |
|
0 – 69 |
F |
Schedule of assignments: Before each class, please have all assigned chapters read to enable more comprehensive discussion. All videos listed are excerpts of historical documentaries or feature films to be shown in class; no advanced preparation is necessary. Supplemental handouts and outlines will be provided at certain times of the semester.
SESSION ONE: August 29, 2012 ~ “The Causes of
Intolerance”
Introduction, (1-40)
Video:
Introduction to Racism and Genocide
SESSION TWO: September 5, 2012 ~ “Origins of Colonialism”
Chapter 5, The English Conquest of
Chapter 6, Colonial
Video: Indians and Africans in America
SESSION THREE: September 12, 2012 ~ “The History of Intolerance”
Chapter 7, Genocidal
Violence in Nineteenth-Century
Video:
Genocide from Biblical Times, the Inquisition and the Witch Trials
SESSION FOUR: September 19, 2012 ~ “American Colonialism”
Chapter 8, Genocide in the
SESSION FIVE: September 26, 2012 ~ “European Colonialism”
Chapter 9, Settler Genocides
in
Video:
Irish Famine and The Herero and Nama
Tribes
(TRIP TO DC
SESSION SIX: October 3, 2012 ~ “The Bloodiest Century”
Chapter 10, The Armenian Genocide: National Chauvinism in the Waning
SESSION SEVEN: October 10, 2012 ~ “The Birth of
‘Genocide’”
Chapter 11, Blut und Boden:
SESSION EIGHT: October 17, 2012
►Midterm Examination and submission of Tolerance Survey Part One
SESSION NINE: October 24, 2012 ~ “Great Leap Forward”
Chapter 12, Rice, Race, and
Empire:
Chapter 13, Soviet Terror and Agriculture, (486-511)
Chapter 14, Maoism in
SESSION TEN: October 31, 2012 ~ “Ethnic Cleansing I”
Chapter 15, From the Mekong
to the Nile: Genocide in
SESSION ELEVEN: November 7, 2012
Film: Hotel Rwanda
(MEETING IN
SESSION TWELVE: November 14, 2012~ “Ethnic Cleansing II”
Epilogue: Racial and
Religious Slaughter from
Video:
Bangladesh, East Timor and Bosnia
(NO CLASSES,
Wed, November 21, 2012)
SESSION THIRTEEN: November 28, 2012 ~
“Civil War and Capitalism”
Film: Sand and Sorrow
(MEETING IN
► Action Posters Due (Group One)
SESSION FOURTEEN: December 5, 2012
Film:
Africa, Sudan, Sierra Leone and Congo
►Film Analysis Due (Hotel
►Action Posters Due (Group Two)
Final Exam Review
SESSION FIFTEEN: December 12, 2012
►Final Exam and submission of Tolerance Survey Part Two
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Information for Film Essay, Hotel Rwanda:
(Topics to consider when constructing essay for submission)
1. What kind of person does Paul initially appear to be to us, the viewers?
2. What event seems to start the genocide? Is the political & historical background handled by the film adequately? (Was enough information given to explain why the genocide occurred?) Explain.
3. What do you think UN Colonel Oliver means when he says, “We are peace-keepers, not peace-makers.”? Is there a difference? If so, what is it? If not, why does he say this? Why does the UN withdraw its forces and the non-Rwandan inhabitants? Explain the UN Colonel’s disturbing comments on the UN’s decision not intervene. What do you think he means when he tells Paul, “you’re not even a nigger”?
4. Describe your reaction to the scene immediately after Paul’s meeting with George Rutaganda (in car w/ Gregoire). Why do you think the filmmakers decided to film the genocide this way?
5. Recall the convoy of Rwandans who have obtained visas to leave. What are your thoughts on the conflict between Tatiana & Paul after he decides to stay. Place yourself in one of the two characters position. What are they feeling during this scene? Why? Is there one person who is more “correct” than the other? Why?
6. How is Paul able to convince General Bizimungu into helping him at the end? What does this say about how the outcome of the war might have ended differently?
7.
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CLASS LECTURE GUIDE
Blood and Soil
Introduction, 1
Farmers versus ethnically alien town dwellers, 2
Religious or racial hatred, territorial expansionism, cults of antiquity and agriculture, 5
Cain and Ham, 5
Emphasis on cultivation , 5
Perpetrators and Dissenters, 6
“30 million”, 8
Historical and Legal Definition, 9
“Holocaust” , 9
“genocide”, 10
1948 U.N. Convention , 11
Acts of Genocide, 12
Five legal categories (Physical and Biological), 13
Gendercide, 13
cultural and political, 13
Genocidal Massacres and Exterminations, 13
“genocidal massacres”, 13
Other Acts Facilitating Genocide, 16
other criminal acts, 16
deliberate inaction , 16
Genocidal Intent, 17
“specific intent” without “specific motive”, 17
intentionality and purposefulness, 19
Genocide Studies, 20
“Late warning”, 20
detectable warning signs, 21
Common Ideological Features of Genocides, 21
Racism, 21
“Five great races”, 22
prejudice and discrimination , 22
inferiority, anteriority, superiority, 22
“phobia of contamination”, 22
The Ideal, the Irrational, the Nostalgic, and the Technology, 23
Idealism, 23
biological purity, historical decline, and rural romanticism, 27
Cults of Antiquity, 27
Cults of Cultivation, 29
importance of land and farm life, 29
Agriculture and Expansion, 31
“settler monopoly”, 33
fear of economic competition, 33
Genocidal Pragmatism, 33
Perpetrators, bystanders, victims and survivors, 34
Historical Connections, 35
Eugen Fischer, 36
Recognizing Genocide, 37
Part Two, Settler Colonialism
Introductory Note, 165
silva / savage, 165
“false notion”, 167
Chapter 5, The English Conquest
of
colonum / colony, 169
The Anglicization of Antiquity, 170
The Irish and
Land and Ideology, 177
English manner and English tongue, 177
“maketh men more civil”, 182
“the wild Irish”, 183
“savage and brute beasts”, 185
The Conquest, 187
Irish language, 187
“a lane of heads”, 192
“till the diseases be perfectly found”, 193
Forbidden / banned , 194
“…and the rest will fall like leaves of trees”, 195
“not one Irish man found could be trusted”, 196
Famine , 197
“a race apart”, 202
persuasion and evangelization , 203
“…worse than horse and mule”, 203
Genocide and Extermination, 203
“…like ghosts crying out of their graves”, 205
martial law , 209
“blank slate”, 211
“nowhere to hide”, 212
Chapter 6, Colonial
Land and Ideology, 216
“unmanned wild country”, 217
“no injury”, 219
Seventeenth-Century
Three Anglo-Powhatan wars, 221-3
“extinct”, 224
Early
“wholly human”, 225
Pequots , 234
“false gods”, 236
King Philip’s War, 236
“30%”, 240
Extermination and Genocidal Massacres in the 18th Century, 241
“thieves and murderers”, 242
“…state and condition of the mother”, 242
“…might be the possession of any other”, 243
small pox , 244
Chapter 7, Genocidal Violence in Nineteenth-Century
Aborigines, 249
Labor was devalued, 250
Killings could occur with impunity, 252
Armed dispossession, 256
Genocidal Massacre on the Bathurst Plains, 256
Women and children, 262
“feigning”, 263
Abandon children, 267
The Black War, 273
“Self defense”, 274
“Capture them if you can, but if you cannot, destroy them”, 277
“Black Line”, 278
“4,000 to 14”, 279
Land and Race, 1835-1900, 280
Phrenology, 282
Escalating Massacres in
“fertilizer”, 268
“guilt by association”, 288
Frontier
Infanticide, 294
Pastoral Visions and Violence in Gippsland, 295
Victoria’s Western District, 299
“now defunct”, 300
Genocide in the Outback, 1850-1900, 303
“dispersal”, 307
“…got only what they thoroughly deserved” , 308
Social Darwinism, 308
Chapter 8, Genocide in the
Land and Race in the Revolution and Early Republic, 311
1803 U.S. Indian policy, 314
“chosen people”, 318
War, Expansion, and Genocidal Massacres, 318
“heart of their country”, 319
“license to commit murder”, 320
“their names to be no more”, 322
“ceding their eastern lands”, 325
“$1,000 each”, 325-6
1803
Ethnic Cleansing: The Trail of Tears, 330
“…partial evil to produce a general good”, 330
Removal Treaty of 1830, 332
Martin van Buren, 334
Extermination in
“universal enemies to man”, 334
“pursue and kill”, 337
“take blood for blood”, 342
1840
Genocide in
Polygenesis, 349
“lawless tribes of contending
barbarians”, 350
“forced indenture of Indian children”, 352
Genocidal Massacres on the
“adult crania”, 356
Treaty of
L. Frank Baum, 362
Theodore Roosevelt , 363
Chapter 9, Settler Genocides in
The French Conquest of
“half-savage”, 366
Neglect of
Razzia, 369
“825,000”, 374
German Views of Indigenous Peoples, 374
Immanuel Kant, 375
“no resource but to exterminate”, 377
German Settler Colonialism, 377
Lebensraum , 379
Conquest and Genocide in
Herero and Nama, 381
“Let us die fighting”, 381
August 11, 1904, 383
Opening genocide of the twentieth century, 386
“not fully human”, 390
Part Three, Twentieth-Century Genocides, 391
Introductory Note, 393
Chapter 10, The Armenian
Genocide: National Chauvinism in the Waning
Historical Background to the Armenian Genocide, 396
First to adopt Christianity, 396
Millet system, 396
“bloody sultan”, 398
1894-96 killings, 400
Young Turks and Armenians, 400
“union of religions with race”, 401
“tubercular microbes”, 401
“a foreign body”, 402
“Turkification”, 404
“barbarous and uncivil” , 405
Young Turks, 406
Genocide, 408
February 1915, 408
Intellectuals, 409
Deception, 410-11
October 1918, 414-15
“crimes against the laws of humanity and state”, 414-15
Chapter 11, Blut und Boden:
Tradition of anti-Semitism, 417
Antiquity and the Holocaust, 417
Mein Kampf, 418
“limit the number allowed to live”, 420
“…there before he arrived”, 422
Idealization of Cultivation, 422
“Selective breeding”, 425
Hereditary Farm Law, 428
Cities and Jews, 430
“rootless wanderer”, 431
Territorial Expansion, 432
Race and Space, 437
“cleansed of Jews”, 437
“40-45 million”, 438
“prevent the growth of weeds”, 439
Mischling, 440
Untermenschen, 440
Ethnic cleansing, 440
“typically German abilities”, 442
“…so that the better may live”, 444
Endlosung, 445
“Infant mortality”, 449
“physical traits”, 450
“avengers”, 452
“9,000”, 453
Chapter 12, Rice, Race, and Empire:
Emperor, Antiquity, and Agriculture, 457
“one family” 458
native rice 459
Idealizing the Peasantry, 461
Agrarianism and Violence, 465
Agrarianism and Expansion, 470
Overpopulation 470
“Millions to
school text 475
Conquest and Cultivation in
November 15, 1937 475
“manners, morals, decency” 476
“head of the five races” 478-79
“proper place in the world” 480
“three alls” 481
War and Race, 482
Kamikaze 484
Chapter 13, Soviet Terror and Agriculture, 486
“the idiocy of rural life” 488
Bolsheviks and Peasants, 489
“illiterate village life” 490
“an agreement with the countryside” 491
Stalinism and Peasants, 497
Kulaks 498
“strictest economies” 503
The Ethnic Element in Stalin’s Terror, 503
Holodomor 503
“Either we do it, or they crush us” 505
Chapter 14, Maoism in
Peasant Communism, 514
“…not a dinner party” 520
“killed on false charge” 521
The Land Reform Campaigns, 1947-52, 525
1947
“every peasant a middle peasant” 528
The Great Leap Forward, 529
“not be a total disaster” 531
crash collectivization, voluntarist, crash industrialization, massive urbanization 531
People’s Communes, “the family will disappear”, “voluntary labor” 532
The Cultural Revolution, 536
“violence confused identities” 537
Chapter 15, From the Mekong to the Nile: Genocide in
“Khmer Cultural Base” 543
five vanna 546
1.7 million 549
“recoup historical losses” 552
“still have 6 million people left” 553
“back” to
bitter memories of Tutsi rule 555
“Nazism against the Tutsi minorities” 557
“principal of equality” 557
“cockroaches” / inyenzi 558
RTLM 562
“inter-ethnic war” 562
“pulling out the roots of the bad weeds” 566
“When you see that small nose, break it” 567
Interahamwe 568
Conclusion, 569
“Accusation in the mirror” 569
Epilogue: Racial and Religious Slaughter from
Influence of
“4 million people in 48 hours” 574
“I am not concerned with the people” 575
Suharto 578
Man-made famine 580
Vote for independence 581
Five Maya groups 582
“policy of scorched Communists” 584
Kurdish minority 585
“superiority and accompanying vulnerability” 588
“malignant disease” 589
Territorial Expansion, 589
“our lebensraum in
Restoring Lost History, 591
Idealization of Rural Life , 592
“unbearable situation of total insecurity” 593
Srebrenica 594
Genocide in the Twenty-first Century, 594
Janjaweed 595
Fur, Massalit, Zaghawa 596
Al-Qaeda, 596
“assault whoever assaults you” 597
“What we are practicing is good terror” 598
“killing Muslims … is defending ourselves” 604
Conclusion, 604
Myth of an untouched empty land 605
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CLASS VIDEO GUIDE
Video: Introduction to Racism and Genocide
Biological / Racial theories of differences in skin color (“Some other explanation for skin color other than geography.”)
Are African peoples the same species as white Europeans, or are they merely “half-animal”?
(Caliban in Shakespeare’s Tempest reinforces stereotype that slaves are not fully human.)
Aristotle claimed slavery was a natural phenomenon, though without regard to skin color.
Genesis 9.25, Noah’s curse of “Ham”
1849, Thomas Carlyle, “Occasional Discourse on the Negro Question”: “Inequality is a proper way to rule a society” <http://homepage.newschool.edu/het//texts/carlyle/carlodnq.htm>
1865, Governor Edward Eyre and the
1850, Dr. Robert Knox, “The Races of Men”: Scientific racism claimed that “race is everything.” (“Can the black races become civilized? I should say not.”)
Samuel George Morton (American Craniologist): “The bigger the skull, the bigger the brain.”
Tasmanians, Africans, American Indians were perhaps “not fully human at all.”
1859, Charles Darwin, The Origin of Species: “Natural selection” explained and justified the expansion of the great British race.
Notable “Social Darwinists”: Thomas Henry Huxley (“
“The White Man’s Burden”: “The supposed or presumed responsibility of white people to govern and impart their culture to nonwhite people, often advanced as a justification for European colonialism.”
“Eugenics” or Human Selective Breeding, developed by Sir
Francis Galton (
1904, Eugen Fischer and the Rehoboth
Bastards (Miscegenation and racial mixing in
27 American states passed marriage laws in the 20th Century prohibiting interracial marriage (to protect white race)
Kaiser Wilhelm Institute for Nazi Eugenics funded by American philanthropists
“T-4”: Nazi program for euthanasia of mental patients
1933, Raphael Lempkin: “Genocide” (genos, race or tribe; cide, kill)
Genocide Convention of 1948: “Intent or action to annihilate a group as such.”
169 million civilians and 34 million soldiers killed in all wars between 1900 and 1987
What can / will be learned for the next time?
Video: Indians and Africans in
African Slave Trade
Ethnic Cleansing of the Native Indians: “Save the child and kill the Indian.”
____________
“The Downward Spiral”
“Indentured Servants”: promise labor to wealthy person for 7 years in return for safe passage and eventual freedom.
1624, first arrival of slaves in Dutch New Amsterdam (
Atlantic Creoles
Right to earn and keep wages; right to negotiate for greater autonomy
“Half-freedom” status, living on Free Negro Laws
1640 Trial of John Punch
Carolina Colony first slave “society”
Royal Africa Company and the expansion of capitalism
Quarantining on Sullivan’s
Spiritual bonding, even among African rivals
2:1 ratio of enslaved Africans to free whites in
Rice Plantation Task System and the “sound of exploitation”
The branding of runaways (or worse)
The Stono Rebellion of 1739 and the development of the “Black Code”
____________
“Genocides in the making”
1921
1923 Fanny Taylor and the Rosewood Massacre in
Video: Genocide from Biblical Times, the Spanish
Inquisition
Biblical Allusions to Good and Evil
Alexander the Great
Atilla the Hun
Ghengis Khan and the Mongols
Crusades / Religious motivations for evil
Columbus and the Native Americans
English Colonization and the Tasmanian Genocide
_______________________________
The Catholic Church and the Spanish Inquisition
Crime of Heresy: “a one-way journey to hell”
Deviant sexual morality
Medieval Anti-Semitism: responsible for crucifixion, rejection of Christ as son of God
1391
Converts (conversos)
Grand Inquisitor, Scribes, Interrogators, Doctors, Torturers
“Volunteer” confessions / Betrayals / Spies, Informants (familiares)
Unjust processes: “secret testimony” and unrevealed nature of crime
Dilemma of Isabella and Ferdinand: March 1492, convert or leave the country
“The hanging of pork in public view.”
November 1, 1478: Pope Sixtus IV and the birth of the Spanish Inquisition
Grand Inquisitor Tomas de Torquemada
Sentencing: auto de fé, or act of faith
(carried out by civil authorities)
Branding
(punishment and deterrent)
Burning at
the stake: uncooperative heretics and repeat offenders
Strangulation offered as an “option” to confessors
Posthumous Trials
Video: Native Americans
1763
The Gnadenhutten Massacre of 1782
Black/White vs. Indian/White relations
____________________________________
General Custer and the
“An obstacle to progress.”
“The way [the land] should have been used.”
Crazy Horse
William Tecumseh Sherman, the Black Hills and the
“Manifest Destiny”
The “Great Conversion” and the Reservation Project
Sitting Bull as a “symbol of resistance”
Reports of massacre at the Little Big Horn River: journalistic liberty or war propaganda?
The Myth of “The Last Stand”
Video: Irish Famine and The
Herero and Nama Tribes
Use of famine as military strategy
Irish Potato Famine (1845-47): Government-sponsored or Divine intervention?
_______________________
German Geographer Friedrich Ratzell and lebensraum (“living space”)
Instigation of Race Wars
General Lothar von Trotha and the Herero “Rebellion” at Waterburg (August 11, 1904)
Von Trotha’s “Extermination Order”
“Death by exhaustion” at Shark Island Death Camp
Nama or Hottentot: newest victims of genocide (September 1906)
Skull-trading and race science
Eugen Fisher’s influence on Nazism and Dr. Josef Mengele
Video:
1876, Sultan Abdul Hamit and the Armenian Crisis
Turkish Denial: “A forgotten history”
August 1894, first acts of Armenian genocide by “The Great Assassin”
1896, Kaiser Wilhelm awarded Abdul Hamit
1909, Sultan’s Ottoman Regime by “Young Turks”: Enver Pasha, Talaat Pasha, Djemal Pasha
50% extermination of Turkish Armenians
Resistance towards recognizing acts as Genocide
__________________________
Armenian civil war or genocide?
Official Turkish state denial
Raphael Lemkin and the UN Genocide Convention
The Forty Days of Musa Dagh
Video: Holocaust
Influence of Spanish Civil War
“The ultimate example of genocidal horror.”
Martin Luther on Judaism (16th Century)
Militarism, Nationalism, and Totalitarianism (Authoritarianism)
Use of propaganda to influence national mentality
Various non-Jewish victim populations
Formation of ghettos
Invasion of
Creation of death camps (Arbeit Macht Frei: “Work Brings Freedom”)
16 million murdered
United Nations Charter and
Adolf Eichmann: “Merely following orders.”
“No gradation of suffering.”
“I felt that everybody had let us down.”
The Ten Suggestions: “Thou Shalt Never, But Never, Be a Bystander.”
KZ Mauthausen Concentration Camp, last camp to be liberated
Untermenschen, subhumans, parasites, asocials
1/3 didn’t survive transport to camps
“Stairs of Death” →
Capos: “self-administration” (prisoners in charge of other prisoners)
“Death
Categories: Political prisoners (red) Criminals (green) Immigrants (blue)
Jehovah’s Witnesses (purple) Homosexuals (pink) Asocials (black) Jews (yellow)
Gas chamber, 30sq m., capacity 1,800, 4-20 minutes
Sonderkommando: Squad of 6-12 charged with removal and cremation
“Little acts of discrimination … lead inevitably to all kinds of atrocities.”
Video:
Norodom Sihanouk, King of
Pol Pot’s Khmer Rouge establish the Democratic Republic of Kampuchia
Extermination centers target Vietnamese, Lao, Thai, Chinese
1-3 million dead
Tuol Sleng Prison (S-21)
Agrarian Reform: Stalin + Mao Tse Tung + Pol Pot = 40 million dead
___________________
US-backed Cambodian Government
April 17, 1975—Fall of
“Return to
“The Khmer Rouge are murderous thugs, but we won’t let that stand in our way.” (Kissinger)
Angkar (“The Organization”): the
supreme authority in
______________
Interahamwe: Hutu paramilitary youth movement
Plan to exterminate all Tutsis in
Black Hawks shot down in
8:30pm, April 6, 1994: Plane of Hutu Rwandan President Paul Habyarimana shot down
RPF: Rwandan Patriotic Front (Tutsi)
Video:
Attack of
January 1972, Bangladeshi
1975-76, East Timor seeking independence from
April 6, 1999, East Timorese church massacre
(5-year-anniverary of
11:37 (additional
Feb 2001, UN establishes rape as War Crime
Genocide of Albanians in Kosovo
March 1999, Clinton and NATO attack Serbian targets in Kosovo
2001, Milošević indicted on
crimes of genocide at
Video: Africa,
Burundi (December 1993— ~150,000 Tutsis and moderate Hutus killed, leading to reprisals in January 1994 and the shooting down of Hutu President Habyarimana’s plane on April 6)
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Janjaweed (“Devils on Horseback”): Government-backed Black Arab militia, largely nomadic tribes, attack Black Africans, mostly a sedentary population, in a battle over resource and land allocation
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$220/year family income
Civil War between Government and Revolutionary United Front
Amputation of limbs to deter from “actively participating in politics”
Wars in Dem. Rep. of
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