1Nipissing UniversityDepartment of History

History 1206“Blood and Soil”: An Introduction to the History of Genocide

Winter 2016

We know it: Man is reasonable. But what about men? Raymond Aron

Course Instructor: Professor Hilary EarlLecture Time: Thursday 10:30-12:30 pmLocation: A117Office: H321Office Hours: Wednesday 1:30-3:00 or by appointmentOffice Phone: (705) 474-3450 ext. 4476email: hearl@nipissingu.ca

Seminar Instructor: Dr. Mark CraneOffice: H315Office Hours: Tuesday and Thursday 12:30-13:30Office Phone: (705) 474-3450 ext. 4181email: markc@nipissingu.ca website: http://faculty.nipissingu.ca/markc/ Please check Dr. Crane’s website in advance of seminar, he often posts questions for discussion.

Course DescriptionThis course surveys the history and practice of genocide as it has occurred in the modern world. Beginning with an examination of Raphael Lemkin’s 1943 definition of genocide, the course examines chronologically and thematically, various instances of genocide in Asia, Africa, and Europe. The course explores the role of the nation-state, imperialism, colonialism, racism, war, and other factors in understanding the evolution, implementation, and consequences of genocide. It also considers the history of victim and perpetrator groups and their relationship to one another. The objective of this course is to offer students an introduction to the brutalizing effects on real people of modern ideologies and their link to state sponsored genocide in the twentieth century. This is a reading intensive course and students will be expected to participate regularly in class discussion.

Required TextsJohn S. Milloy, A National Crime: The Canadian Government and the Residential School

System (Winnipeg: University of Manitoba Press, 1999). Available for purchase at the textbook store

Elie Wiesel, Night (Harper Collins, reprint). Available for purchase at the textbook store.

Mary Lynn Rampolla, A Pocket Guide to Writing in History (New York: Bedford/St.Martins, any edition). Available for purchase at the textbook store.

Course Materials (CM) available through Print Plus only

Course FormatThis is a half-year, three credit hour course. The class meets twice a week, Thursday for lecture and seminars are as scheduled. Lectures are approximately one hour and forty minutes (we may go a bit longer some days) and seminars are fifty minutes. Once you have been enrolled in a seminar on webadvisor you are not allowed to switch groups without the consent of Dr. Mark Crane or myself

SeminarsCrane Monday 10:30-11:30 R226Crane Monday 11:30-12:30 R226Crane Monday 12:30-13:30 H350 Crane Tuesday 10:30-11:30 R226 Crane Tuesday 11:30-12:30 R226

Seminars are an integral and mandatory element of this course. Twenty percent of the final grade is based on seminar participation. Discussion and debate are the essence of historical inquiry and seminars allow for discussion of important course themes, issues and problems raised in lectures and the readings. Seminars also provide students with an opportunity to raise questions in a more intimate setting than lecture.

Each student is expected to do the readings for seminar in advance and actively participate in class discussions. Active participation means answering and asking question, demonstrating an understanding of concepts and interpretations raised or addressed in the weekly readings, building on the ideas of your peers or otherwise contributing to the discussion.

Attendance alone does not ensure a passing grade for Seminar. If there is some reason you are unable to attend or participate in discussions, please contact Dr. Mark Crane or myself immediately so that we can come to an alternate arrangement. Do NOT wait until the end of the semester to discuss this with us; at that point no allowances whatsoever can be made. Students can expect to be examined on the material covered in seminars as well as lectures.

E-mail and other non face-to-face communication

At Nipissing University, e-mail is a fundamental mode of communication. I am in regular e-mail contact and like communicating in this fashion. Even though Facebook is very popular and I know many of you use it as your primary form of communication, I will not use it for university business so please ensure that you have a working Nipissing University email address if you want to contact me outside class time. Or come and see me in person, I would like that.

To avoid misunderstandings and/or if you are interested in knowing how to correspond properly and respectfully using email please read “Toward E-Mail Rules of Engagement,” by Howard Gutman at http://www.fdu.edu/newspubs/magazine/04su/email_rules.htm

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Please note, it is important to address your professors and peers with respect. Refrain from informalities, they can be easily misconstrued. Also, when you email, please ensure that you put the course code in the subject line and clearly identify yourself – professors have hundreds of students sometimes and it helps if s/he knows which course you are referring to.

Use of Laptops and other technologies

Laptops may be used during lectures for note-taking only and if you could sit in the back row of the class that would be appreciated. All the research suggests that laptops are distracting for those around you so if you could group yourselves together those who don’t use them will not suffer. http://www.cbc.ca/news/technology/laptop-use-lowers-student-grades-experiment-shows-1.1401860

If you want to use the internet, surf the web, play computer games, facebook, google, email, or instant-message, or anything else that is not course related, please leave the classroom to do so, it’s disruptive to those around you.

Laptops may not be used in the discussion component of this course, which has been designed around active (not mediated) engagement. Laptops may not be used during films, no exceptions will be made unless their use is necessary for reasons of accommodation. If you are found to be engaging in non-course related work on your laptop or phone or any other technological device you will be asked to leave the class, if it happens repeatedly you may be asked to leave the course permanently.

Cell phones and personal listening devices of all kinds must be shut-off at all times during lectures and during discussion and films. If you accidentally leave your phone on and it rings/bings/beeps/pings/sings/vibrates or makes other noises during class, please either turn it off immediately or leave the classroom, but under no circumstances should you take a call in class.

Absolutely NO TEXTING in this class. If you are caught texting, you will be asked to leave for the duration of the class. Should it happen repeatedly, you may be asked to leave the course permanently.

Learning OutcomesThis course is designed to help you develop skills that university students need to be successful. For example, some of the skills you will learn are listening, responding (talking) to your peers in a scholarly fashion, and asking questions. By the end of your first year of university, you should be able to listen to a lecture and then summarize the point of that lecture in a few sentences. See the excellent TED talk on the importance of “listening”.http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better.html?utm_source=newsletterweekly_2011-08-03&utm_campaign=newsletter_weekly&utm_medium=email

The course is also designed to introduce you to historical concepts such as change over time and the relationship between the past and the present. In lectures and seminars you will be introduced to the methods historians use for researching, writing, and critical thinking. Ultimately, this

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course asks you to make an historical judgment in the form of an essay by answering the question “What is genocide?”

History Department on Social Mediahttp://twitter.com/NipUHistDepthttps://www.facebook.com/NipUHistDepthttps://www.youtube.com/channel/UC29J_md6aqDpc-PmjQ3ZF2A

Assignments First Term Assignment 1: Book Summary/argument identification. Due in seminar week of February 8. All of the assignments for History 1206 are designed to assist you in writing a final 10 page (2500 word) essay (assignment 3), but before you can begin work on the essay you must first read, in its entirety, John S. Milloy, A National Crime: The Canadian Government and the Residential School System (Winnipeg: University of Manitoba Press, 1999).

Your task in assignment 1 is to summarize, in your own words, the argument(s) of Milloy’s book as they relate to the question “what were the aims and outcomes of the residential school system in Canada?” In answering this question think about the issues he raises regarding state policy toward Canada’s indigenous populations..

This assignment should not be longer than three (3) double-spaced pages and no shorter than one and a half (1.5).

Locating the argument of the book is not as simple as it might seem at first. It requires that you read and familiarize yourself with the entire content of the book and the way in which it unfolds, not just what the author says in the introduction. You will need to consider Milloy’s arguments over the course of the entire narrative.

Formally Assessed Work

Assignment 1 Summary of argument of John Milloy, A National Crime (due week of February 8 in seminar) ................................................….……… 10%Assignment 2 Survivors and the TRC Report (due week of March 7 in seminar) ….....................................….….................. 10%Assignment 3 ten-page essay (due week of April 4in seminar) …………..................................…………………..….………............. 25%Seminar participation (on-going) .……………………………………………….. 20%Final Exam 3b (as scheduled by registrar) …………………………………….. 35%

NB: Until you know your final exam schedule, do not make travel arrangements or plans for that month. Instructors have no control over scheduling. Exceptions will be made only under the most unusual circumstances.

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Assignment 2: In this assignment you will read the Truth and Reconciliation Commission’s volume (published on-line) on Survivor experiences called, The Survivors Speak A Report of the Truth and Reconciliation Commission of Canada (2015). Available on-line athttp://www.myrobust.com/websites/trcinstitution/File/Reports/Survivors_Speak_English_Web.pdfYou will then answer the following question:“In what ways were Indigenous Canadians’ lives impacted by the residential school system?”

In answering this question you will use evidence from this report in the form of the individual testimonies given by various people to the Commission. You should consider issues such language, family, geography, and physical well-being.

The purpose of this assignment is for you to evaluate the HISTORICAL usefulness of primary sources for an undergraduate history essay on the topic of genocide. The testimony given to the TRC is from those who experienced it and that makes what they a primary source.

This assignment must be written in essay form. There is a length requirement of no less than 3 pages and no more than 5 pages. The assignment must be typed and double-spaced in 12 point font with one-inch margins. Remember to NUMBER your pages.

Assignment 3: 10 page essay. Due in seminar week of April 4. All History 1206 students will write an essay assessing the following question: based on what you’ve learned in this class and from the assigned readings below, keeping in mind that there are a plurality of Indigenous groups in Canada, explain in what ways Canada’s Indigenous people(s) or any one group of indigenous people experienced a genocide between the nineteenth century and the present.

NB: Please note, the TRC has labelled the residential school system in Canada “genocide.” You may agree or disagree with the TRC’s findings, regardless of which position you adopt, you will need to offer evidence to make your case.

In your essay you must consider this question in relationship to three issues:1. The various definitions of genocide we have discussed in class, seminar, and the

readings (you will need to define genocide in your essay) 2. The way that different scholars think about the issue of genocide and the history of

Canada’s aboriginal people(s); that is, different historians will have different perspectives on this question

3. The differences between cultural destruction of the group and physical destruction of the group

Bibliography for your Assignment 3 essay: To write this essay students must use the following sources: John S. Milloy, A National Crime: The Canadian Government and the Residential School

System (Winnipeg: University of Manitoba Press, 1999)

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The Truth and Reconciliation Commission, The Survivors Speak A Report of the Truth and Reconciliation Commission of Canada (2015). Available on-line athttp://www.myrobust.com/websites/trcinstitution/File/Reports/Survivors_Speak_English_Web.pdf Raphael Lemkin, “Genocide,” in Axis Rule in Occupied Europe (reprinted 2008), 79-95 (CM)

UN Convention on Genocide (December 1948). Available on-line and in your syllabus

“Residential Schools called a form of Genocide”http://www.theglobeandmail.com/news/national/residential-schools-called-a-form-of-genocide/article2342983/print/

Dirk Moses, “Genocide and Settler Society in Australian History,” in Dirk Moses editor, Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History (New York: Berghahn Books, 2005), 3-48 (CM)

Andrew Woolford, “Nodal Repair and networks of destruction: residential Schools, colonial genocide, and redress in Canada,” in Settler Colonial Studies, vol. 3, no. 1 (2013): 65-81https://www.academia.edu/3384250/Nodal_repair_and_networks_of_destruction_residential_schools_colonial_genocide_and_redress_in_Canada

Patrick Wolfe, “Settler Colonialism and the Elimination of the Native,” Journal of Genocide Research volume 8, issue 4 (December 2006): 387-409http://www.kooriweb.org/foley/resources/pdfs/89.pdf

David B. MacDonald, “Genocide in the Indian Residential Schools: Canadian History thorugh the Lens of the UN Genocide Convention,” in Andrew Woolford, Jeff Benvenuto, and Alexander Laban Hinton (eds.), Colonial Genocide in Indigenous North America (Duke University Press, 2014), 306-324 (CM)

Alex Alvarez, “Education and Assimilation,” in Alex Alvarez, Native America and the Question of Genocide (Rowman and Littlefield, 2014), 141-158 (CM)

Blanca Tovias, “Navigating the Cultural Encounter: Blackfoot Religious Resistance in Canada (c. 1870-1930), in Dirk Moses (ed.), Empire, Colony, Genocide: Conquest, Occupation, and Subaltern Resistance in World History (New York: Oxford, 2008), 271-295 (CM)

NBAll of your assignments are essays. As such, they must be written in essay form and with an argument using evidence from the documents (primary) and articles (secondary). Proper citations are required.

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The Department of History at Nipissing University requires that all students adhere to the stylistic guidelines for writing history papers as outlined in Mary Lynn Rampolla, A Pocket Guide to Writing in History (NY: Bedford/St. Martin’s, 2007). Rampolla is more than a style guide. It is also a basic introduction to the historian’s craft offering ways to think about how you approach history and write it. It is available at the NU bookstore (and undoubtedly there are all kinds of used copies out there as well).

Please do not use title or covering pages on any of your written assignments. Simply put the title of the assignment, date submitted, your student number, and name on the top of the first page of all written work.

A late penalty of 3% per day (excluding weekends) will apply for each day written work is late up to a maximum of 50%. Extensions will be granted only for certified medical or humanitarian reasons. As per University regulations, no papers will be accepted after the last day of classes, nor will papers be accepted electronically. Students must provide the instructor with hard copies.

Students must retain a copy of all written work and essay notes until the final grades are tallied and submitted to the Registrar’s office. Also, please respect a 24-hour moratorium on discussing any individual grade. After that please feel free to come and speak with Dr. Crane or me about any of your assessments.

Academic Honesty and Plagiarism What is plagiarism? Plagiarism is academic dishonesty and is a serious academic offence that will result in disciplinary action. It is assumed that all work submitted for evaluation and course credit will be the product of individual effort. Please read Nipissing University’s Policy on Academic Dishonesty in the Undergraduate Calendar available on-line at http://www.nipissingu.ca/calendar/studentpolicies_academicdishonesty.aspNipissing University uses plagiarism software, you may be required to submit your written work to Turnitin.com If you have any concerns whatsoever, please do not hesitate to discuss the issue with me or Dr. Crane.

Grading PolicyA+ (90-100%) = Exceptional. A+ papers demonstrate a thorough knowledge of concepts and exceptional skill or great originality in the use of those concepts in satisfying the requirements of an assignment.

A (80-89%) = Excellent. A papers demonstrate sustained development of thought, are highly analytical, use a broad range of sources and have no grammatical or structural problems. An excellent paper demonstrates effort, careful construction, intellectual conscientiousness and pride.

B (70-79%) = Good. B papers demonstrate a good use of evidence with a firm grasp of the subject matter. A good paper is written in historical context and shows a good understanding of

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the relevant issues and a familiarity with the literature; there is very little evidence of grammatical or structural problems.

C (60-69%) = Adequate. C work is an adequate level of performance. C work demonstrates some evidence of analytical ability and some engagement with the literature on the subject. The paper usually emphasizes narrative over analysis, but is uninspired and lacks style and vigour. An adequate paper demonstrates simple answers to simple problems, and generally there is some evidence of an argument that requires further development.

D (50-59%) = Minimally acceptable/marginally passing. D work is the minimally acceptable level at which a student can perform and not fail. A paper such as this shows only very basic understanding of the subject matter and has a limited or irrelevant use of the sources. There is usually some evidence of familiarity with the subject, but the ideas are underdeveloped and not generally analytical. A minimally acceptable paper is stylistically weak with major grammatical and structural errors.

F (0-46%) = Inadequate. Failing work. A paper such as this shows little or no evidence of understanding of the subject matter, no use of relevant literature or attention to historical context, and is poorly written with major grammatical and structural problems. F work does not fulfil the requirements of the assignment.

A+ 90-100 B 70-74 C- 60-63 F 0-49A 85-89 B- 70-73 D+ 57-59A- 80-84 C+ 67-69 D 54-56B+ 77-79 C 64-66 D- 50-53

** Students with Special needs should contact the Office of Special Needs, ext. 4235

LECTURE Schedule Class 1 Thurs January 21Class 2 Thurs January 28Class 3 Thurs February 4Class 4 Thurs February 11 Class 5 Thurs February 18 (NO CLASS, Reading Week)Class 6 Thurs February 25Class 7 Thurs March 3Class 8 Thurs March 10Class 9 Thurs March 18 Class 10 Thurs March 24 Class 11 Thurs March 31Class 12 Thurs April 7Class 13 Thurs April 14 (NO CLASS, Professor Earl away – Rescheduled to April 19)Class 14 Tuesday April 19 LAST Class

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Class 1 Thursday January 21

Introduction to the course and explanation of assignments, map quiz, and expectations, yours and ours

Understanding your role as a student at Nipissing University: What do professors expect?http://www.youtube.com/watch?v=7zDLbM0X9pA&feature=related

Academic Success at Nipissing Universityhttp://www.nipissingu.ca/departments/student-development-and-services/academic-skills/Pages/Academic-Success-Program.aspx

Map Quiz (world – locate sites of genocide)

Lecture/Discussion“Genocide and Mass Atrocity in the 21st Century: How did we get here?”

NOT on Our Watch http://notonourwatchproject.org/NGO started by Don Cheadle, George Clooney, Matt Damon, Brad Pitt, David Pressman, and Jerry Weintraub

http://notonourwatchproject.org/media 01.27.2005 (Darfur is genocide; Don Cheadle on the significance of knowledge and action; Darfur is far away and thus the people easy to forget)

http://notonourwatchproject.org/media 02.05.2007 (Cheadle and Dallaire calling for action and for the US to do the right thing)

http://notonourwatchproject.org/media 04.27.2006 (Obama/Clooney call for action)

http://notonourwatchproject.org/media 04.10.2006 (George Clooney and his father describe the conditions in the southern Sudan)

http://notonourwatchproject.org/media 01.31.2008 (Clooney at the UN/RTP calling for action by the UN)

Seminars week of January 18-21Meet and Greet

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Class 2 Thursday January 28

Lecture“What is Genocide? Contested Meanings, Conceptual Conundrums and theories of Interpretation”

- Victim group - Number killed- Perpetrators - Date and duration of killing - Motivation (intention/why)- Bystanders

Reading for LectureStephen C. Feinstein, “Understanding the ‘G’ Word,” in Carol Rittner, John K. Roth,James M. Smith (eds.), Will Genocide Ever End? (St. Paul, MN: Paragon House, 2002), 39-44 (CM)

Seminars January 25-28What is Genocide? Definitions: Historical, Current, and LegalIn this week’s seminar we want to explore and discuss what is at stake in defining the term “genocide.”

Questions for Seminar DiscussionWhat defines genocide? Is it purely a legal concept? Different definitions come from different disciplines: law, history, and social science, which do you find most useful?Why? How can one distinguish between genocide on the one hand, and crimes against humanity, ethnic cleansing, mass murder, and atrocity on the other? Discuss your understanding and interpretation of genocide in relationship to Lemkin’s original definition.

Reading for SeminarRaphael Lemkin, “Genocide,” in Axis Rule in Occupied Europe (reprinted 2008), 79-95 (CR)

Richard Rubenstein, “Population Elimination,” in Carol Rittner, John K. Roth,James M. Smith (eds.), Will Genocide Ever End? (St. Paul, MN: Paragon House, 2002), 57-62 (CR)

Dirk Moses, “Conceptual Blockages and Definitional Dilemmas in the ‘Racial Century’: Genocides of Indigenous Peoples and the Holocaust,” Patterns of Prejudice, vol. 36 (2002): 8-36 (You can access this on-line through Nipissing University’s Journal database)http://www.tandfonline.com/doi/pdf/10.1080/003132202128811538

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Class 3 Thursday February 4

LectureEuropean Atrocity: Colonialism and Imperialism in the Belgian Congo (1876-1905) and South West Africa (1904-1907) – the first genocide(s) of the 20th century

Interactive map of Africahttp://www.yourchildlearns.com/africa_map.htm

Film – watch on your own time Namibia - Genocide and the second Reich (2007). 58 minuteshttp://video.google.com/videoplay?docid=-899627923732856130

Seminars February 1-4What causes Genocide and Mass atrocities?

Reading for SeminarMark Levene, “A Twentieth Century Phenomenon,” in Carol Rittner, John K. Rother,James M. Smith (eds.), Will Genocide Ever End? (St. Paul, MN: Paragon House, 2002), 65-71 (CR)

Mahmood Mamdani, “Thinking about Genocide,” & “Defining the Crisis of Postcolonial Citizenship: Settler and Native as Political Identities,” in idem, When Victims become Killers (Princeton: Princeton University Press, 2001), 3-14, 19-39 (CR)

Class 4 Thursday February 11

LectureNationalism and the Armenian genocide (1915)

Interactive map of Europehttp://www.yourchildlearns.com/europe_map.htm

Armenian Genocide. Fergal Keane and BBC documentary (9 mins. 56 sec)http://www.youtube.com/watch?v=FiKXODoO8oo&feature=related

CBC 60 Minutes episode (10 mins.) about denial of the Armenian genocidehttps://www.youtube.com/watch?v=ZwcDvt_ki-k

Seminars February 8-11Colonialism, imperialism, and genocide: Herero

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Reading for SeminarEyewitness Accounts, in Samuel Totten, William S. Parsons, and Israel W. Charny (eds.), Century of Genocide: Eyewitness Accounts and Critical Views (New York & London: Garland Publishing, 1997), 25-40 (CR)

Patrick Wolfe, “Settler Colonialism and the Elimination of the Native,” Journal of Genocide Research volume 8, issue 4 (December 2006): 387-409http://www.kooriweb.org/foley/resources/pdfs/89.pdf

NO CLASS 5 Thursday February 18 READING WEEK

Class 6 Thursday February 25

LectureNationalism, racism, and genocide: the Holocaust part 1 (the Nazi Revolution, 1919-1939)

Seminars February 22-25Armenian Genocide

Reading for SeminarEyewitness Accounts, in Samuel Totten, William S. Parsons, and Israel W. Charny(eds.), Century of Genocide: Eyewitness Accounts and Critical Views (New York & London: Garland Publishing, 1997), 64-77 (CR)

Norman Naimark, “The Armenians and Greeks of Anatolia,” in Naimark, The Fires of Hatred, 17-42 (CR)

Class 7Thursday March 3

LectureWar and genocide: the Holocaust part II, 1939-1945

Film and Class discussionStanley Milgram, Obedience (1965). 45 minutes.

Questions Milgram asked his class in 1983 on the obedience to authority experiments:

1. What is the difference between authority, power and leadership?2. Why is disobedience so difficult for so many subjects?

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3. How is the crime of obedience paradoxical?4. How important do you think personality factors are in relation to attitudes towards

authority?5. Why do subjects often speed up their infliction of shocks at the end of the

experiment?6. Some have argued the obedience to authority experiments are actually about

aggression. What evidence is there that this interpretation is incorrect?7. Why do you think some subjects laugh – especially at the beginning of the

experiment?8. How does one make sense of the fact that the last subject explicitly states “that man

may be dead in there,” and yet goes on to administer further shocks?9. Examine carefully the pronoun structure employed by the last subject. Sometimes he

states “I’m going to shock you.” But at other times he states (speaking to the experimenter “You mean you’re going to give him 450 volts…” What is the significance of his changing use of pronouns?

10. When persons are asked to predict their own probable performance had they been in the experiment, they typically argue that they would break off. What accounts for the wide disparity between predicted behavior and actual behavior? How do you think you would have reacted to the experiment?

11. Summarize the moral conflict confronting subjects.

Seminars February 29-March 3Essay writing

Class 8Thursday March 10

LectureThe role(s) of Individual perpetrators and death squads (the group) in genocide

http://comment.rsablogs.org.uk/2010/05/06/rsa-animate-empathic-civilisation/ 10 minute 49 second clip by Jeremy Rifkin, titled “Empathic Civilization”.

In-class Film and discussionSteven Okasaki, The Conscience of Nehm En

Seminars March 7-10The experience of the survivor

Reading for SeminarElie Wiesel, Night (Harper Perennial, reprint). Available for purchase at the Nipissing University bookstore.

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Class 9Thursday March 17

Class Discussion with Dr. Earl: Group violence

Reading for class DiscussionErvin Staub, “Psychological and Societal/Group Processes that arise from Instigating Conditions,” and “Learning by doing in Individuals and Groups,” in idem, Overcoming Evil: Genocide, Violent Conflict, and Terrorism (Oxford and New York: OUP, 2011), 124-131, 132-139, 149-151, 166-170, 174-177, 186-194 (CR)

Alex Alvarez, “Perpetrators I: The Organizational Context,” in Genocidal Crimes (London and New York: Routledge, 2010), 74-99 (CR)

FilmThe Act of Killing. Directed by Joshua Oppenheimer. 2012. 115 minutes. (available on Netflix)https://www.youtube.com/watch?v=3tILiqotj7Y

Seminars March 14-18Colonialism and the aboriginal peoples of Canada

Reading for SeminarDirk Moses, “Genocide and Settler Society in Australian History,” in Dirk Moses editor, Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History (New York: Berghahn Books, 2005), 3-48 (CR)

Andrew Woolford, “Nodal Repair and networks of destruction: residential Schools, colonial genocide, and redress in Canada,” in Settler Colonial Studies, vol. 3, no. 1 (2013): 65-81https://www.academia.edu/3384250/Nodal_repair_and_networks_of_destruction_residential_schools_colonial_genocide_and_redress_in_Canada

Blanca Tovias, “Navigating the Cultural Encounter: Blackfoot Religious Resistance in Canada (c. 1870-1930), in Dirk Moses (ed.), Empire, Colony, Genocide: Conquest, Occupation, and Subaltern Resistance in World History (New York: Oxford, 2008), 271-295 (CR)

Class 10Thursday March 24

Lecture(Auto)genocide and Ethnic Cleansing: The Cambodian genocide (1975-1979) and the Serb campaign against Bosnians (1992-1995)

Slides of Professor Earl’s trip to SrebrenicaWhat happens to the bodies of the victims of genocide?

- Father Patrick Dubois

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- Jan Gross – Golden Harvest- Srebrenica memorial- Rwanda- EU: Corpses project

Interactive map of Asiahttp://www.yourchildlearns.com/asia_map.htm

The Killing Fields. Directed by Roland Joffé. 1984. 141 minutes. https://www.youtube.com/watch?v=WYoN6dmDBi8

Seminars March 21-24Why individual people commit genocide

Reading for SeminarHannah Arendt, Eichmann in Jerusalem: A Report on the Banality of Evil, in AlexanderLaban Hinton (ed.), Genocide: An Anthropological Reader (Oxford: Blackwell Publishers, 2002), 91-109 (CR)

Alexander Laban Hinton, Why did they Kill? Cambodia in the Shadow of Genocide (Berkeley: University of California Press, 2005), 286-298 (CR)

Optional ReadingAlex Alvarez, “Perpetrators II: The Individual Context,” in idem, Genocidal Crimes (London and New York: Routledge, 2010), 100-124 (RESERVE)

Class 11Thursday March 31

LectureThe Rwandan genocide (1994)

Rwandan genocide on-line archivehttp://www.genocidearchiverwanda.org.rw/index.php/Welcome_to_Genocide_Archive_Rwanda

Documentary, Hope in Hell: RwandaPart Ihttp://www.youtube.com/watch?v=UuRq77nQirAPart IIhttp://www.youtube.com/watch?v=h6VVnP5Rqg8&feature=relmfuPart IIIhttp://www.youtube.com/watch?v=IE60ZCljDDs&feature=relmfuPart IVhttp://www.youtube.com/watch?v=cw41UCzn_nE&feature=relmfu

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Seminars March 28-31Rape as an instrument of genocide

Reading for SeminarCarol Rittner, “Using Rape as a Weapon of Genocide,” in Carol Rittner, John K. Roth, and James M. Smith (eds.), Will Genocide Ever End? (St. Paul, MN: paragon House, 2002), 91-97.

Anne-Marie de Brouwer and Sandra Ka Hon Chu (ed.s), The Men Who Killed Me: Rwandan Survivors of Sexual Violence (Vancouver, Toronto, and Berkeley: Douglas and McIntyre, 2009), 11-26

Testimonies from The Men Who Killed Me: Rwandan Survivors of Sexual ViolenceMarie Odette Kayitesi, 35-40Immaculee Makumi, 83, 86-87, 89-90Clementine Nyinawumuntu, 11-112, 114-116

Optional ReadingKatharine Derderian, “Common Fate, Different Experience: Gender-Specific Aspects of the Armenian Genocide, 1915-1917,” Holocaust and Genocide Studies, vol. 19, no. 1 (Spring, 2005), 1-25 (Available through Nipissing University Library Journal database)http://muse.jhu.edu/journals/holocaust_and_genocide_studies/v019/19.1derderian.html

Optional filmHotel Rwanda. Directed by Terry George. 2004. 121 minutes.

Class 12Thursday April 7

LectureIndividual and collective/national/international responses to genocide

Romeo Dallaire interviewhttp://www.youtube.com/watch?v=AS9kggJVDHg&feature=related

Part of Ghosts of Rwanda, the US failure to intervene and whyhttp://www.youtube.com/watch?v=mscLhhzQYLs&feature=related

In-class FilmIn Rwanda we say: The family that does not speak dies (2004). 54 minutes DT 450. 435. I473

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Seminar April 4-7Rwandan genocide

Reading for SeminarMahmood Mamdani, When Victims become Killers (Princeton: Princeton UniversityPress, 2001), 198-233 (CR)

Class 13Thursday April 14 NO CLASS – RESCHEDULED to APRIL 19

Class 14Thursday April 19

Lecture1. What happens after the genocide is over? Post-genocidal justice and the transition to a new (and peaceful) society

2. Can we predict and prevent genocide now that we know what it is?

Reading for LecturePhilip Gourevitch, “The Life After: Fifteen years after the genocide in Rwanda, the reconciliation defies expectations,” The New Yorker (May 4, 2009), 36-49http://web.ebscohost.com/ehost/detail?sid=83430dca-29cd-446a-ba97-729407acf4f0%40sessionmgr10&vid=1&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=38592208

Devin O. Pendas, “The Magical Scent of the Savage”: Colonial Violence, the Crisis of Civilization and the Origins of the Legalist Paradigm of War,” in Boston College Comparative and International Law Reviewhttp://www.bc.edu/content/dam/files/schools/law/lawreviews/journals/bciclr/30_1/iclr_30_1_web.pdf

No Seminars April 16-19

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Convention on the Prevention and Punishment of the Crime of Genocide

Adopted by Resolution 260 (III) A of the United Nations General Assembly on 9 December 1948.

Article 1The Contracting Parties confirm that genocide, whether committed in time of peace or in time of war, is a crime under international law which they undertake to prevent and to punish.

Article 2In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:

(a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its

physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group.

Article 3The following acts shall be punishable:

(a) Genocide; (b) Conspiracy to commit genocide; (c) Direct and public incitement to commit genocide; (d) Attempt to commit genocide; (e) Complicity in genocide.

Article 4Persons committing genocide or any of the other acts enumerated in Article 3 shall be punished, whether they are constitutionally responsible rulers, public officials or private individuals.

Article 5The Contracting Parties undertake to enact, in accordance with their respective Constitutions, the necessary legislation to give effect to the provisions of the present Convention and, in particular, to provide effective penalties for persons guilty of genocide or any of the other acts enumerated in Article 3.

Article 6Persons charged with genocide or any of the other acts enumerated in Article 3 shall be tried by a competent tribunal of the State in the territory of which the act was committed, or by such international penal tribunal as may have jurisdiction with respect to those Contracting Parties which shall have accepted its jurisdiction.

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Article 7Genocide and the other acts enumerated in Article 3 shall not be considered as political crimes for the purpose of extradition. The Contracting Parties pledge themselves in such cases to grant extradition in accordance with their laws and treaties in force.

Article 8Any Contracting Party may call upon the competent organs of the United Nations to take such action under the Charter of the United Nations as they consider appropriate for the prevention and suppression of acts of genocide or any of the other acts enumerated in Article 3.

Article 9Disputes between the Contracting Parties relating to the interpretation, application or fulfilment of the present Convention, including those relating to the responsibility of a State for genocide or any of the other acts enumerated in Article 3, shall be submitted to the International Court of Justice at the request of any of the parties to the dispute.

Article 10The present Convention, of which the Chinese, English, French, Russian and Spanish texts are equally authentic, shall bear the date of 9 December 1948.

Article 11The present Convention shall be open until 31 December 1949 for signature on behalf of any Member of the United Nations and of any non-member State to which an invitation to sign has been addressed by the General Assembly.

The present Convention shall be ratified, and the instruments of ratification shall be deposited with the Secretary-General of the United Nations. After 1 January 1950, the present Convention may be acceded to on behalf of any Member of the United Nations and of any non-member State which has received an invitation as aforesaid.

Instruments of accession shall be deposited with the Secretary-General of the United Nations.

Article 12Any Contracting Party may at any time, by notification addressed to the Secretary-General of the United Nations, extend the application of the present Convention to all or any of the territories for the conduct of whose foreign relations that Contracting Party is responsible.

Article 13On the day when the first twenty instruments of ratification or accession have been deposited, the Secretary-General shall draw up a proces-verbal and transmit a copy of it to each Member of the United Nations and to each of the non-member States contemplated in Article 11.

The present Convention shall come into force on the ninetieth day following the date of deposit of the twentieth instrument of ratification or accession.

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Any ratification or accession effected subsequent to the latter date shall become effective on the ninetieth day following the deposit of the instrument of ratification or accession.

Article 14The present Convention shall remain in effect for a period of ten years as from the date of its coming into force. It shall thereafter remain in force for successive periods of five years for such Contracting Parties as have not denounced it at least six months before the expiration of the current period. Denunciation shall be effected by a written notification addressed to the Secretary-General of the United Nations.

Article 15If, as a result of denunciations, the number of Parties to the present Convention should become less than sixteen, the Convention shall cease to be in force as from the date on which the last of these denunciations shall become effective.

Article 16A request for the revision of the present Convention may be made at any time by any Contracting Party by means of a notification in writing addressed to the Secretary-General.The General Assembly shall decide upon the steps, if any, to be taken in respect of such request.

Article 17The Secretary-General of the United Nations shall notify all Members of the United Nations and the non-member States contemplated in Article 11 of the following:

(a) Signatures, ratifications and accessions received in accordance with Article 11; (b) Notifications received in accordance with Article 12; (c) The date upon which the present Convention comes into force in accordance with

Article 13; (d) Denunciations received in accordance with Article 14; (e) The abrogation of the Convention in accordance with Article 15; (f) Notifications received in accordance with Article 16.

Article 18The original of the present Convention shall be deposited in the archives of the United Nations.

A certified copy of the Convention shall be transmitted to all Members of the United Nations and to the non-member States contemplated in Article 11.

Article 19The present Convention shall be registered by the Secretary-General of the United Nations on the date of its coming into force.

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Summary of the TR commissionhttp://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf pp. 1-182 for first assignment reaction paper to the report.

Assignment would be to do you agree or disagree with the comissions’s findings of cultural genocide based on your research about “what genocide is”.

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