Clare 108   World Views                           Fall, 2005 9:30 & 10:30  Plassmann 305

Michael Lavin  x2488                                mlavin@sbu.edu

Office: DLR  15                                         http://sbu.edu /psychology/lavin

Office Hours MWF  2:00-3:00 PM

                                                                                    

Course Title:   Holocaust and Genocide: Psychological Perspective of Group Inhumanity 

Pray tell, my brother,
Why do dictators kill
and make war?
For glory; for things,
for beliefs, for hatred,
for power.
Yes, but more,
because they can   R. Rummel
Course Description

Holocaust and Genocide--killing members of the group; causing serious bodily or mental harm to members of the group has been practiced in all regions of the world and at all times of human history. Take a look and do a little googling and find out that atrocities are happening in the Sudan at this very minute. The goal of this class, then, is to review human group malevolence with the ambition of understanding the variables that endorse and promote mass violence. The descriptions, eyewitness accounts, readings, film presentations in this class will admittedly be alarming and difficult to grasp and discuss. Ensemble discussions will help lessen. We will go beyond incident documenting and motive evaluation—we/I will look  deeply into these horrific events and examine ways and means to discuss acts that might facilitate genocide cessation.Finally, the course primarily consists of   group presentations based on interactive collaboration.  Discussion of genocidal events, the Jewish Holocaust or American genocide of slaves or Native Americans, will be done as group participants. Group collaboration is the power of the course. This is not a one or two or three  for all but an all for one model. Good luck.  Let’s make our course objective obtainable. Finally, this course will make extraordinary demands on you:  we are entering the word of savagery and distressing group terror. Let’s make the sojourn worth it by signaling means of lessening future genocidal occurances!

Course Objectives

1)       To understand what genocide and ethnocide mean.

2)       To understand the typology of genocide. See Chalk and Jonassohn,  1990

3)       To understand through lectures, guest speakers and films.    

4)       To understand the historical and social impact of acts of genocide primarily in the 20th and 21st  century (but not exclusively) perpetrated against  ethnic groups around the globe

5)       To become familiar with human and group  malevolence by studying  Hitler and the  Holocaust, Turkish genocide of the Armenians, Khmer Rouge atrocities, Indians of the United States, Stalin and the Ukraine, Burundi and others.

6)       To become familiar with a psychosocial theory of evil and the application of this theory to the perpetration of genocide and mass violence in Nazi Germany, Turkey, Cambodia, Bosnia, Rwanda, and various indigenous cultures. R

7)       To become familiar with the origins and roots of genocide and ask question about why and the role of bystanders.

8)       The influence of culture and genocide—preconditions for genocide.

9)       To examine research that might shed light on how humans can be so atrocious. You might want to read The man who shocked the world about the life of Stanley Milgram. Milgram is a psychologist who examined variables of punishment and the ability to apply pain.

10)    To examine the role of modernization and genocide.

11)     To examine the UN Convention on the Prevention and Punishment of Crimes of Genocide

        and to examine the impact of the US Senate’s Ratification of the UN Genocide convention.

 

 

 

 

 

 

 

 

 

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What you should get from this course.

Primary Goals

You are probably familiar with homicide and what that means—the individual destruction of one individual by another. Newspapers, books and TV(Law and Order)  have described mass homicide or serial killers  such as Wayne Williams  Theodore Kaczynski, Jeffrey Dahmer  and Ted Bundy and Chicago’s 19th Centurys’ Holmes. You should have a good sense of the effects that  terrifying pain and suffering has on its victims  We are studying genocide, however, and  in this course which is as we describe “a form of one-sided mass killing in which a state or other authority intends to destroy a group.”  Genocide is the systematic, deliberate brutalization and annihilation of one group by another.” Chalk and Jonassohn (1990)  The experiences of genocide in history raises basic questions for us, for you, for me. You should come to realize that in this course genocide is not a horrific phenomena that occurred “in the past .” back there in the golden days of history.  It is occurring as I write this paragraph. It could occur in this country and could occur now. I mean the media set up a neat but alarming distinction between red and blue (Bush/Kerry). A sequence of suicide bombs in a large US city could trigger massive group killings of those responsible for those explosions. It is that kind of we/you ideology which is the bedrock of genocidal initiatives.  You should come to know that communities threatened by severe prejudice, discrimination, and persecution are at extreme risk of experiencing genocidal annihilation. You should become adroit at pin pointing those variables that  foretell the conditions ripe for genocide. Also, by studying genocide, it should. arouse a variety of intellectual, emotional, and ethical responses. Studying the Holocaust and other genocides, should deepen your understanding of group membership and what it means to be enlightened and civilized and what it means not to be. 

 

Secondary or ancillary goals

·  The topics that are to be covered in class ( e.g., the Holocaust) will be found in many readings found in the assigned texts. You will learn to integrate those sources as well as finding additional information online or bring the bibliographic resources needed in the preparation of course requirements.

 

 

·  Certain course requirements will require that you work together. That should allow you to enhance your the interpersonal skills that are required for effective collaboration with others in a small group research project

 

 

·  The student will learn  interdisciplinary thinking by writing weekly inserts into your  portfolios.

 

·  Your analytical skill will be enhanced when confronted by addressing questions likes:

 

·What are the most common factors that produce genocide?

 

· Is genocide, democide or ethnocide  inevitable?  What about non-killing which has been called genocide, such as the absorption of one culture by another, the disease spread to natives by contact with colonists, the forced deportation of a people, or African slavery. Genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group,

 ·Does the recurrence of genocide reveal about the dynamics of group relationships, social institutions and human society?

 

· In what ways could the various genocides have been prevented?

 

· Are Human beings naturally good or evil?

·  You will learn how to examine  the nature of bystander behavior and the impact of bystander behavior on the perpetration of genocide.

·  Will learn how to examine the question of what can be done to prevent human cruelty, mass violence, and genocide.· Students to be able to take all of the above information and apply it to a current or historical instance of individual and collective instance of human cruelty, mass violence, or genocide.

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Texts Required: Following is the list of texts and articles to be read in whole or part for this class.

1)          Wiesel, E. (1960) Night. New York: Bantam.

 

Night - Larger Image

    

  

 

 

 

 

  2) Chalk, F. & Jonassohn, K. (1990) The History and Sociology of

 

Genocide: Analyses and Case Studies.  Hartford: Yale University Press

 

     

 

 

 

 

 

 

 

 

 3)  Botwinick, R. S. (2004). A History of the Holocaust: From Ideology to Annihilation. New Jersey: Prentice Hall.

 

                Recommended Readings—a excellent resource for group presentations (all in library)

 

4) Blass, T. (2004)  The Man Who Shocked the World: The Life and Legacy of Stanley Milgram (Hardcover).

 

          Basic Books: New York

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Additional Readings I know when students see additional readings they ask me or themselves or no one: do we have to read these resources? Answer. You will be presenting genocidal examples and themes in class for a 1 week period and reviewing your fellow student presentation for the whole semester and reviewing all presentations for 8 weeks. I know that there is material in the following resources that will help you with both assignments.

 

  • Dobkowski, M., & Wallimann, I. (1998). The coming age of scarcity: Preventing mass death and genocide in the Twenty-first century. Syracuse: Syracuse University Press.
  • Fein H. (1979). Accounting for genocide. New York: Free Press.
  • Gilbert, G. M. (1985). The Holocaust: History of the Jews of Europe during the Second World War. NY: Holt.
  • Horowitz, I. (1976). Genocide: State power and mass murder. New Brunswick, N.J.: Transactions Books.
  • Kecmanovic, D. (1996). The mass psychology of ethnonationalism. New York: Plenum Press.
  • Kressel, N. (1996). Mass hate: The global rise of genocide and terror. New York: Plenum Press.
  • Kuper, L. (1982). Genocide: Its political use in the Twentieth Century. New Haven: Yale University Press.
  • Levi, P. (1958). Survival in Auschwitz. New York: Collier Books. I might add that there is a play on Broadway called Primo which is about this author’s survival struggles in Auschwitz. I

     ·      Levi, P. (1986). If this is a man: Remembering Auschwitz. N.Y.: Summit Books.

     ·      Levi, P. (1988). The drowned and the saved. New York: Vintage International

            Gilbert, M. The Final Solution. New York: Prentice see below

http://search.netscape.com/ns/boomframe.jsp?query=martin+gilbert&page=1&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3D538efcff0aeb9ff6%26clickedItemRank%3D10%26userQuery%3Dmartin%2Bgilbert%26clickedItemURN%3Dhttp%253A%252F%252Fwww.english.uiuc.edu%252Fmaps%252Fholocaust%252Ffinalsolution.htm%26invocationType%3D-%26fromPage%3DNSCPIndex2%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fwww.english.uiuc.edu%2Fmaps%2Fholocaust%2Ffinalsolution.htm

 

Now let me tell you that the best information source is from Webster University’s Linda Wolfe’s web page. Matter of fact, the first step I would take when organizing my presentation would be to go to Linda’s site.

 

    • Linda has sources about genocide in Armenia, Rwanda, Sudan, Genocide in Bangladesh, Zimbardo's Prison Study Slide Show. Cambodia, East Timor, Ukraine etc etc  Please visit:

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The Holocaust: A History of the Jews of Europe During the Second World WarThe Holocaust: A History of the Jews of Europe During the Second World WarWHAT IS GENOCIDE?

I would like to give you a sense of what we both will be talking about over the next month. Genocide was never defined until the UN took it upon itself to do so in the 1950s. Just because it is defined does not mean it will be prevented. Cambodia, East Timor, Bosnia and many other have occurred and are still occurring.

Genocide is foremost an international crime for which individuals, no matter how high in authority, may be indicted, tried, and punished by the International Criminal Court (ICC). According to Article 6 of the ICC Statute, This crime involves, "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."

Typology of Genocide x4  

Although we defined genocide above. It can be furthermore divided into 4 different types . Chalk and Jonasssohn (see text) made an arbitrary typology which we will be using in class.

    1.   Retributive-- is "undertaken to eliminate a real or potential threat", but again, these are "most likely to occur when one group dominates another group and fears its rebellion or when the other group actually rebels." The example given is that of the Hutu/Tutsi conflict in Rwanda. The Hutus mass murdered the Tutsi tribal members in 1994 (see Hotel Rwanda)  and it was savage and brutal. Continuing:, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders, intellect3.  

   2 Developmental is where genocide is undertaken for economic gain.$  The case in Paraguay in the 1760's-70's where they deported/killed an estimated half of the native Indian population, to allow for the expansion of logging and cattle-raising enterprises in the nation's interior, would be an example. . Much of this type of genocide buy gun or sword or disease  is mostly related to, and here I should watch out, colonialism. The desire for money meant using slaves or killing slaves, or killing  nativeHawaiians or native Americans, or African tribes, or    nd any Hindus that the military were able to capture. Bangladesh

3. Despotic-- is intended to "spread terror” among real or potential enemies". Examples of this are    Ugandan presidents Idi Amin and Milton Obote, who killed hundreds of thousands of (internal) Ugandans who opposed their power. Spreading terror, our  third motive for genocide is the pursuit of an ideological transformation of society. Such have been the genocides and democides carried out by communist societies, for example, in the Ukraine where those resisting or perceived to be enemies of the ideology were  murdered, or  starved such as landlords, Kulaks farmers, nationalists, "right-wingers," and "counterrevolutionaries." It is “ I am going to scare you” so you do not engage in this threatening political behavior by killing a whole bunch of you. This is bully genocide.

4.  Ideological Genocide --where social homogeneity is sought, through 'ethnic cleansing' of internal 'pollutants'.  This is an attempt to annihilate an entire group for religious, racial, social inferiority reasons.   This would include examples of the Nazi Holocaust. Hitler’s Nazis charge was the eliminations of the Jews—total elimination.  Armenian massacres also fits this model , and the Cambodian purges do as well. 

 

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STAGES OF GENOCIDE:  Also, a fellow by the name of Stanton devised a hypothetical model of the stages of genocide. Not all classification or not all models fit the Stanton model but enough do that I thought I would include this in the syllabus. It is also a nice supplement and structure outline to you presentations.

Organizational Template: Stanton (1998) organized  EIGHT STAGES OF GENOCIDE and we will use this template to give structure to our discussions. http://web.sbu.edu/psychology/lavin/stanton.htm examples found on url 1) Classification you have to  group your enemy—it is we and it is them—it is the Nazis and it is the Jew People are typed, categorized, and classified into different groups, such as whites, blacks, Asians; or into Christians and Jews; or into communists, leftists, or rightists. There is a great little experiment in which the teacher grouped her class into blue eyes and brown eyes and said the blue eyed kids were superior. You out to take a peek.

 

2) Symbolization        I will leave the remaining up to you                               

3) Dehumanization 

4) Organization                                                                                                    

5) Polarization

6) Identification 

7)  Extermination 

8)  Denial                                                                                      

Policy Statements:

CLASS ATTENDANCE

Attendance: As per St. Bonaventure’s undergraduate catalogue, it is my responsibility to announce my attendance policy the first week of class. It is the first week of class and here is that policy: Meaningful class discussion and interaction of student with student and student with Lavin is the heart of the program. Attendance at all class meetings is mandatory. Should an emergency situation arise which requires an absence from all or even part of a class, you must contact me, at the earliest possible time. Leaving a message with another individual or on an answering machines does not fulfill this obligation. In many of my classes I am not so stringent about class attendance but I am in 108 because of its strong emphasis on participation and interaction. Last Fall, a student did not even show up for their class presentation and that person is in Ossining Penitentiary for class attendance abuses (two years w/o bail). I will discuss how I take attendance when school class.

Plagiarism (attempting to pass off the work of another as one's own) is not acceptable and will result in a grade of 0 for that assignment and will be turned over to the appropriate university source for disciplinary action

This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated to the registrar.

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion.

It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document.

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Grades to be based on:
Attendance and participation in class discussions (15%) Class Participation & Discussion: Please realize that your participation in this class is extremely important. As such, class participation will constitute 15 percent of your final grade. The class participation grade will derive from regular attendance and everyday discussion and analysis. Please be aware that skipping class (unexcused absences) will impact your grade in this area. Here is the mortal of mortal transgression: not showing up when your group is presenting for that week.

 

Group presentation (25%) Last 8 weeks of class.  On page 5 of this syllabus I described 4 types of genocide (1 retributive/threat, 2 developmental, 3 despotic and 4 ideological). It will be those 4 categories which will frame your presentations. During the 3 or 4th week of class you will decide which area you would like to present.  Each area will take 2 weeks so your group will take 2 weeks talking about examples of retributive/threat genocide e.g., Rwanda,etc)

So here is how it would work:

Group 1  (threat)        Sept 26, 28, 30                              Group 2* will be the main discussion group setting in 2nd row

                                   Oct   3, 5, 7                                   Group 3, 4 secondary discussion

                                                             Mid-Term

Group 2 (develop)    Oct 17, 19, 21                                Group 1 will be main discussion group setting in 2nd row

                                  Oct 24, 26,28                                Group   3 and 4 secondary discussants

Group 3 (despotic)    Oct 31, Nov 2,4                            Group 4 main discussants 2nd row

                                   Nov 7, 9 11                                  Group 1 and 2 secondary    

                                    Nov 21-24                                    Thanksgiving and will make up the extra day at end of sem

Group 4 (ideological)  Nov 24,16,18                              Group 3 main discussants 2nd row

                                     Nov 28, 30, Dec 2                       Group 1 and 2 secondary

Dec 5, 7, paper review No tests and no final exams Your midterm will be based on my review of your Weekly Journals and class discussion: Final based on paper, discussion, presentation, journal

      

*there ere will be an additional  selected group of students (let’s call this Group 2) that will provide discussion questions during that time when Group 1 is presenting.. So, if Group 1 is presenting examples of threat-generated genocide, let’s say, Group 2 students  you will be obligated to have researched questions germane to that topic. The last 10 minutes of each of the 4 student discussion will be reserved for peer support discussion. Peer support questions should focus mostly  on  elucidation, clarification   and Q&A.  Group 2 will peer Group 1, Group 1 will peer 2, Group 4 will peer 3, and Group 3 will peer 4. Peer Support discussion grades will be group grades. Peer groups will be graded as a group.

 



Weekly Journals/Course entry Journals (25%) Need to hand in Journal during Midterms and Finals.  Journals are more than personal diaries.    Students are expected to keep a running journal that notes reactions to class lectures, discussions, video presentations, guests, field trips(this is a hope), and readings. Your journal is more than class notes It  is well known that a higher level of learning is attained when the learner reflects on facts, events, eyewitness accounts, and student presentations,  I will expect you to keep a course entry journal emphasizing reflective, analytical, and personal experiences while listening to Lavin and later listening to your fellow student course presentation or while doing your reading. Journals encourage thinking instead of simply working to reiterate or reproduce or memorizing. It might be a simple annotation. However, as class progresses, I will expect you to keep a journal which I will review twice: Oct 17 & 19th  and December 9th Reading Day.  I would expect 1-2 entries per week, for a total of 14-28 entries. Each entry, averaging 150 words (two paragraphs) will be based on your thoughts and feelings about newspaper or magazine articles that you relate to the course, or about the lectures, course readings or outside events.  Graded individually.  Once again, I will be looking for subjective (personal, autobiographical)  feelings toward readings, guest speakers, and films. For example, we will be having a guest lecture, a Mr. Joe Diamond, who is a Holocaust survivor and he will talk about his experiences in Auschwitz in 1944-1945.  You might take down not notes but feelings and thoughts that you have during his presentation. For example, what would you have done in such a deplorable death-setting?

 



 

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Final Research Paper (12-15 pages): (35%) Final Paper  will be due the day of finals or sooner. The title of the paper should simply be a topic that significantly caught your interest during the course of the course. Examples: Genocidal apathy, are humans naturally evil, what would you do to eliminate genocide, genocide in the 21st Century, summarizing a book you read about genocide of the Holocaust, Darjur  This paper should be a 15-20 page paper not requiring a significant amount of research. You have already done most of that  research. Remember, that I told you that our four course assignments are interconnected.  You have already done what is necessary. I want the final paper to contain examples of Chalk’s four types of genocide so that you can compare and contrast using the Stanton’s Eight Stage Model.  I am expecting that you instill or infuse personal insights from your course entry journal. (critical) Genocide is horrible, an abomination of our species, totally unacceptable. It is an obscenity, the evil of our time that all good people must work to eradicate. This has been the focus of the class. Your paper should end with what you believe to be warning signs of Genocide and suggestions as to how to prevent Genocide. As Dr. Woolfe states “Perhaps, we can work to insure that the phrase "Never Again!" does not simply translate historically as "Ever Again!" as we move from the "Century of Genocide" into the next millennium.” Final paper graded individually. use  http://www.genocidewatch.org/ Genocide Watch   So your paper, no mater the title, should have integrated the vast materials you have collected during the semester. (actually 20 pages is not enough).      

 

                                          

 

Grading Scale:

92 - 100

A+A A-

Exceptional

82 - 91

B+,B,B-

Very Good

72 - 81

C+,C,C-

Average

62 - 71

D+,D,D-

Below Average

< 61

F

Failing

 

Media resources: Well you are probably saying how in the welt can my group present for 2 weeks. OK, so I am taking let’s say I like to get things over so I went for # 1 and my group will be discussing .   Retributive genocide -- is "undertaken to eliminate a real or potential threat  but how can we stretch it for 2 weeks. Well it is actually not bad. All my students in a group divide up into smaller groups 1 for Rwanda, 1 for Bangladesh etc and present PowerPoints on the first week + in and out group discussion. Here is an example of what Tania et  al presented last year http://web.sbu.edu/psychology/lavin/american%20slavery_files/frame.htm The more you know you sub-set topic, the faster it goes. Also:

Media resources: The library has many DVDs, tapes etc about Rwanda, and Cambodia etc which you can link to your power point presentation. Also, I have an extensive library on Slavery, Holocaust, Cambodia, Vietnam, Ukraine’s Harvest of Despair. So check some of those resources out if you can.

Also, you can get downloadable url from the Internet involving short interviews with Kurdish victims of Sadaam and Armenian victims of the Turks.

What I don’t want is people reading, You don’t need to read. Make sure you rehearse, rehearse, rehearse.

________________________________________________________________________________________________

 

 

Page 9Apocalypse Now                                                              COURSE CALENDAR

WEEK 1: INTRODUCTION TO THE COURSE

Aug 29  Distribution of the Syllabus Course web page

              What we are going to do and when.

  • Clips:  A Class Divided (Jane Elliot's brown-eyes/blue eyes study); ABC’s Prime Time Live (St. Louis discrimination experiment) Begin reading Elie Wiesel’s Night  and finish for discussion on Monday, Aug 30 Genocide: Origins of a Concept Why Lavin chose to teach this class: Augie Fellheimer, Sophia Froelich,  Max Stein, and Sam Revusky. Thanks

Aug 31  WHY and What is Genocide?  Chalk & Jonassohn 1-27 Genocide 1981,

How do Chalk and Jonassohn define genocide for their research on the conditions that favor genocide? How and why have they modified the definition of genocide contained in the UN Convention? Some Preconditions for Genocide Film clip:

 

Sept 2  The Nazi Holocaust --the beginnings Botwinick 1

Historical prologue to Antisemitism: Staub Chapter 8

                                                      The Role of Christianity

Roman Empire, Christianized Roman Empire, Crusades, Blood Libel (malicious murders of Christian Children), Blois, France, Fourth Lutheran Council, 1290 Jews expelled from Europe, Phillip IV, Black Death (1348-1349). Spanish Inquisition 1490, Martin Luther “On the Jew and Their Lives” 1800 approval of Jewish residency (Denmark, France, Norway, Prussia, Hungary, Italy , Sweden) Eugene Karl Duhring publishes anti-Semitic “The Jewish Cultural Problem” violent programs in Romania, Ukraine, Poland, Hitler joins worker party (1919), Mein Kampf (1924) Aryanization become official  1932 Hitler’s ascension to power.

You can review these events more thoroughly in  he Holocaust Chronicle (2000), James Carroll’s text  Constantine’s Sword The Church and the Jews: A History of Antisemitism where Roman Catholic's are called to  truth in coming to terms with two thousand years of anti-Judaism and The Holocaust and the Christian World (2000) by Rittner, C,  Smith, S.D. & Steinfeld. (all will be on reserve in Library)

Aug 30. Anatomy of the Holocaust Raul Hilerg in Chalk 358-366

             Review Wiesel’s Night using your Journal

             Triumph of the Will Hitler ascends 1932 

Page 10
Sept 2
               Hitler and  Fascism and Antisemitism  Marrus, M. R. Chalk   pgs 331-332      

              Aryanization and      Racial Purity   Lebensraum        The Nuremberg Laws    

                                       Laws for the Protection of German Blood Chalk 348

Sept 5    Film: Night and Fog (1955 black and white)  Ordensburg training of Nazi  elite    THE JUNKERS

On May 1st 1936, the first group of 500 "Junkers" began their one-year training in VOGELSANG. Ordensburg

Among others, the candidates had to meet the following conditions :
 

  • Be aged between 25 and 30
  • Be a member of the Party, the "Hitlerjugend", the "Arbeitsdienst", the S.A. or the S.S.
  • Be physically completely healthy
  • Be pure-blooded and have no hereditary defect
     

Sept 7     Kristallnacht  and the End of Illusions and the first steps toward the 

                "Final Solution"         Botwinick 3&4        

                       Evolution of the Nazi Jewish Policy  Yehuda Bauer in Chalk 332-353    

                The Emergent role of the SS, In June came the well-publicized issue of the German ship, the S.S. St. Louis, and its nearly 900 Jewish refugees.  The refugees had paid for their passage and expected to stay in Cuba while they waited for their names to rise to the top of a long list of people waiting to be included among the 26,000 people the United States allowed to migrate from Germany each year. .

 

Sept 9     The Invasion of Poland  1940  Mass Murder Botwinick 6

                Einsatzgruppen murderous security police and Soviet Jewry

                The Concentration Camp System Begins    

               Sceelebelastung “burdening of the soul” Chalk 363-366

 

Sept 12    Film and discussion Holocaust: In Memory of Millions 

 

Sept 14     Einsatzgruppen to Death Camps    Deportation to the East Botwinick   7& 8           

                 The Rationalization of Murder   Film clip Death Camps

                 Wannsee(affluent suburb of Berlin): Goering places the formulation of

                 what was to become the  Nazis’  Final Solution to the Jewish Problem in

                  The hand of Reinhardt Heydrick

                 1942 Ghetto concentration Niewyk in Totten pgs 136-138

 

 
Sept 16   Final Solution: Machinery of Hatred and mass murder. Botwinick 9
                Auschwitz-Birkenau ,                                                        Deportations Belzec Chelmno 
                Zyklon B                                                             Gypsies
 
 
 
 
 
 
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ARBEIT MACHT FREI

 

Holocaust begins as the systematic, state-governed persecutions and murder of over 6 million Jews (1/3 of the Jewish population). Nazi genocidal policies also extended to Sinti and Roma (Gypsies),  the physically and mentally handicapped (euthanasia), Freemasons, Jehovah’s Witnesses, homosexuals, communists, and other political and religions dissidents.                              

 Sept 19  Eyewitness Account David P. Broder (1946) interview Nechama Epstein

  Will be having a Holocaust survivor speak to our classes.

 

 

Sept 21    Eyewitness Account Lani Rosenberg Gypsy Totten told by Sybil Milton

  Persecuted and Forgotten (The Gypsies of Auschwitz) Ch 10 Botwinick

 

Sept 23    Eyewitness Account Disabled Peoples Botwinick Epilogue

_______________________________________________________________________

  

 

 

Week 5-6 Group 1  Group 1  (threat genocide)        Sept 26, 28, 30 Oct   3, 5, 7        Group 2 discussants                          

 Discussion and peered by Group 2 Choose 3 examples for class.Topic Genocide to eliminate a threat

Africa Burundi: Tutsi and Hutu Chalk 384

Film: Chronicle of a Genocide Foretold
Danièle Lacourse/Yvan Patry  AfricaRwanda

Film:  Itsembatsemba: Rwanda One Genocide Later
Alexis Cordesse/Eyal

 

Asia Bangladesh & Pakistan Chalk 394 Totten Asia Indonesia and growing influence of Communist Party Chalk  378 Anasazi Pueblo Indians, Huron’s in central Canada, Polynesians in New Zealand, Japanese and Christians Ch 1 Chalk

Tasmanians Morris in Chalk 204

Hereros of South West Africa Chalk 230  This is just a sample—there are so many other examples.

 

Oct 13 & 15 Class discuses the development of their Course Entry Journal  Please submit to me on Oct 15th

 

 

 

 

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Group 2 Developmental  Group 2 (develop)    Oct 17, 19, 21                                Group 1 will be main discussion group setting in 2nd row

                                                                             Oct 24, 26,28                                 Group 1 will peer this two week session.

Topic: Genocide to acquire economic wealth e.g., colonial dependencies

Classical European Colonialism
(Claims from formerly colonized against former colonial powers, eg. Africa, and from indigenous groups against states "dominated by the descendents of their European conquerors") American Genocide 1: Native Americans 

Internal Colonialism
(Slavery, Jim Crow, Apartheid) American genocide 2

Neo-Colonialism
(Claims against international lending agencies, e.g. the World Bank, or IMF, seen as the partial cause of Third World poverty, population displacement, and environmental destruction, e.g. by funding dam construction) Samples:

Indians of the Americas Chalk 181, Chalk 195

Physical and Cultural (Ethnocide) annihilation of various indigenous groups

 

 

 

Group 3  --  despotic is intended to "spread terror” among real or potential enemies".

Group 3                 (despotic)    Oct 31, Nov 2,4                            Group 4 main discussants 2nd row

                                                         Nov 7, 9 11                            Group 1 and 2 secondary    

 

Topic: Genocide by spreading  terror among real or potential enemies (subjugation)—requires large armies and a large occupying force.

Famine-Soviet government  instigated by Stalin (1932-33) in the Ukraine see

James E. Mace Chapter 3 in Totten Eyewitness Account

Harvest of Despair  OF DESPAIR film  Ukrainian Congress Committee of America New York, New York, November 10, 2003

No Grain of Pity Robert Conquest pg 291 Chalk The Time of Stalin 305 Chalk

Zulu tribe under Shaka  Victor Walter in Chalk 223

Tasmanians James Morris The Final Solution Down Under Chalk 205

Famine instigated by the English in Ireland (1850s)

 

 

Group 4 Ideological Group 4 (ideological)  Nov 24,16,18                              Group 3 main discussants 2nd row

                                                               Nov 28, 30, Dec 2                               Group 1 and 2 secondary

 

 Genocide so as to  implement a belief, a theory or an ideology.  Continued Sample

Armenian genocide Adalian, The Armenians in Turkey: Historical Dimensions Hovannisian in Chalk 249

The Turkish genocide of Armenians Staub, pg 123-184

Cambodia—genocide to create a better world Staub 188-208

Cambodian Genocide 1975-1979

Dancing Through Death: The Monkey, Magic & Madness Of Cambodia Film

The Khmer Rouge Killing Machine Genocide in East Timor

Japan and Christians Hane , Mikiso in Chalk 140-142

State-sponsored mass killing, forced labor, sexual exploitation (Axis Powers: Germany, Japan, Austria)

State terrorism, other authoritarian practices in Latin America, Eastern Europe          

 

Final Week Dec 5th -7th  Summary, review final version of Journal and review what is necessary for you papers that are due the day of finals.

Discuss current situations during that interval.

 Please hand in paper during this time!

http://www.nytimes.com/2004/06/16/opinion/16KRIS.html?th