PLSC 120.2 Syllabus 1
Global Studies/PLSC 120.2
Global Issues: Genocide and Mass Murder
Winter 2014
MW 12:30-1:45
408 Pray-Harrold
CRN: 23136
Professor Petra Hendrickson
602H Pray-Harrold
Office Hours: MW 11:00-12:15 (and by appointment)
phendri2@emich.edu
Course Description
This course examines global concerns that transcend boundaries of local and national
communities. It emphasizes global perspectives and approaches to analyzing and solving world
problems. This course will examine theories and histories of genocide. Beginning with
definitional concerns, we will examine broad theories of genocide and their application to
specific instances thereof. We will also discuss the consequences of intervention and nonintervention into instances of genocide and mass murder, as well as possible strategies for
prevention.
Course Objectives
In this course, students will:
 Understand the definitional complexities of genocide
 Differentiate between conceptualizations of genocide and other forms of political
violence
 Apply the definition of genocide to cases of mass violence
 Explore the dynamics of specific instances of genocide
 Analyze various popular, academic and journalistic accounts of genocide
General Education Rationale
People of diverse cultural and national backgrounds and experiences are relating to each other
much more frequently and intensively, all around the world, than ever before. Global trade, the
internet, climate, migration, terrorism, and concepts of human rights are just a few of the many
types of interactions that are bringing distant people together in ways that may involve conflict
or collaboration. This course will help develop awareness of the changing global context in
which we live, of the importance of appreciating diverse perspectives, and of the need for
building bridges of communication and tolerance to address shared global challenges. Many
global issues are controversial and subject to varying perspectives. Each semester, the course
will focus on a particular contemporary global issue (such as terrorism, genocide, human rights,
global gender issues, ethnic identity and conflict, migration, and democratization), not to find a
single “correct” solution, but rather to develop skills in analyzing diverse interpretations and
considering our own roles and civic responsibilities on a global scale.
PLSC 120.2 Syllabus 2
Required Readings
This course will utilize a variety of sources in order to provide a richer understanding of both
theories and historical accounts of genocide. All readings will be posted on the PLSC 120 site
(http://www.emuonline.edu).
Course Requirements
Although the information bolded below is the most pertinent, it is vital that students read the
entirety of the requirement to ensure they complete the task according to the guidelines. In this
course students are expected to:
 Complete Indiana University plagiarism test and turn in accompanying certificate of
completion within the first three weeks of class (by January 22). Plagiarism is
dishonest, unethical and unacceptable. This test requires students to identify instances of
plagiarism, which will greatly reduce the possibility of unintentional plagiarism
committed because of lack of knowledge of what qualifies as plagiarism. The test can be
found at the following address: https://www.indiana.edu/~istd/plagiarism_test.html. If
you cannot receive a certificate of completion, you must provide proof of five failed
attempts, in addition to proof that you have answered 9 practice-test questions correctly.
(5%)
 Complete required reading. The reading load in this class will be moderate – around 2530 pages of reading will be assigned per class period. On rare occasions, reading
assignments will be longer. Students are expected to read the assignments carefully and
come to class prepared to discuss, ask questions and make analytical connections
between the readings and the day’s topic.
 Take a midterm exam (February 19) and a final exam (April 23). These exams will
cover material contained both in the readings and in class lectures and discussions. The
final exam will be non-cumulative. (Midterm worth 15%, Final worth 20%; 35% total)
 Engage the texts and recent news articles in 4 brief analytical papers (2 pages each)
throughout the semester (due January 29, February 17, March 12 and April 2).
These papers should relate course content to a recent news article about mass
violence or genocide. News articles should have been written no more than 3 years ago.
Options for analysis include comparing the issues in an assigned reading to the issues in
the news article; contrasting the issues in an assigned reading to the issues in the news
article; identifying how the events discussed in the news article are similar to a case
discussed in readings/lecture, etc. Students are free to develop other forms of analysis not
mentioned, but these essays SHOULD NOT simply be a summary of the news article and
a summary of the reading assignment with no connection made between the two. (the two
highest scoring papers will be worth10% each and the two lowest scoring papers will be
worth 5% each; 30% total)
 Compare two cases of genocide covered over the course of the semester in a 4-5 page
summary and analysis paper (due April 21). This paper should focus on the content of
the assigned readings and additional insights provided in lecture and discussion.
Questions to consider include, but are not limited to: How do the two cases relate to one
another? Along what basis were victims identified? Were the policies of implementation
similar? Was there any form of international intervention? If so, what form did it take?
Use facts and summary deliberately as a way to support your arguments, not simply to
meet the page requirement. (20%)
PLSC 120.2 Syllabus 3

Analyze the film shown in class in a 2-3 page paper that responds to the guiding
questions provided by the instructor (due April 7). The questions are designed to
encourage a critical viewing of the film, and should be kept in mind while watching the
movie. (10%)
Late Assignments and Make-Up Exams
Late assignments will be docked considerably. If I have not received your paper within the time
frame described below (before class begins on the due date; no more than 12 hours after email
indicating the paper has not been received), you will only receive half credit for it. Additionally,
late assignments must be received no later than one week after the initial due date to receive any
credit whatsoever.
The midterm must be made up within two weeks of the original test date (by March 5). The
final exam must be made up by the end of finals week (by April 28). The format of make-up
exams may differ from the format of the exam provided during the assigned class period.
Emailing the Instructor
Should you find it necessary to contact me by email, please include the course number and
section number (PLSC120.2) in the subject line. This will help ensure a timely response. At the
outside, I will respond within 36 hours. Frequently I will be able to respond more quickly. If you
have not received a response within 36 hours, please email me again, as it likely means I did not
receive your initial email.
Attendance
I expect students to attend all classes, arrive on time, remain for the entire period, and bring the
day’s readings with you to class. Unexcused absences (including arriving late, leaving early, or
coming unprepared) will affect your overall course grade as follows: 4-5 unexcused absences
will result in a one-half-grade drop your overall grade (i.e., from A to A-, A- to B+, etc.); 6-8
unexcused absences will result in a whole-letter-grade drop in your overall grade (i.e., from an A
to B+, A- to B-, etc.); 9 or more absences will result in a grade of an F for the course. Note:
excused absences include medical excuses, when a student’s illness is sufficiently debilitating to
warrant absence (usually requiring a health-care provider note), and emergencies, such as a death
in the family, serious illness of a family member, court appearances, or hazardous weather that
makes attendance impossible.
Paper Format
All papers must conform to the following specifications: 1” margins on all sides, 12-point Times
New Roman font, double-spaced, last name and page number on each page and appropriate intext citations, as well as a complete works cited page at the end of the document. For the 4 short
analysis papers, it is necessary to cite both the news article you as well as any assigned readings
you utilize. For the summary and analysis paper due at the end of the semester, it is necessary to
cite any readings you draw insights from. If you choose to utilize lecture material, you should
identify it as such, but you do not have to provide a formal citation. However, it is necessary to
include in-text citations when referencing specific points and arguments raised in the textbook.
Students can use the citation format of their choice from the following list: APA, Chicago, MLA,
and citation style should be consistent throughout the paper. Purdue University’s Online Writing
PLSC 120.2 Syllabus 4
Lab (http://owl.english.purdue.edu/owl/) has guides to the various citation styles available on
their website. Papers must be submitted electronically via EMU-Online dropboxes by the
beginning of class. I will confirm receipt (or lack of receipt) of papers within 12 hours; if you
have submitted, but I have not received, your paper, you will have an additional 12 hours from
the time of my email to submit it with no penalty. Physical copies of papers will not be
accepted.
Writing Support
The University Writing Center (115 Halle Library; 487-0694) offers one-to-one writing
consulting for both undergraduate and graduate students. Students can make appointments or
drop in between the hours of 10 a.m. and 6 p.m. Mondays through Wednesdays and from 11 a.m.
to 4 p.m. on Fridays. Students should bring a draft of what they’re working on and their
assignment sheet. The UWC opens for the Fall 2013 semester on Monday, September 9 and will
close on Wednesday, December 12.
The UWC also offers small group workshops on various topics related to writing (e.g.,
Organizing Your Writing; Incorporating Evidence; Revising Your Writing; Conquering
Commas; Using APA or MLA). Workshops are offered at different times in the UWC. Visit the
UWC page (http://www.emich.edu/uwc) to see our workshop calendar. To register for a
workshop, click the link from the UWC page for the type of workshop you wish to attend.
The UWC also has several satellite sites across campus. These satellites provide writing support
to students within the various colleges. For more information about our satellite locations and
hours, visit the UWC web site: http://www.emich.edu/uwc.
The Academic Projects Center (116 Halle Library) also offers one-to-one writing consulting for
students, in addition to consulting on research and technology-related issues. The APC is open
11 a.m. to 5 p.m. Mondays through Wednesdays for drop-in consultations . Additional
information about the APC can be found at http://www.emich.edu/apc. Students visiting the
Academic Projects Center or any of the satellites of the University Writing Center should also
bring with them a draft of what they’re working on and their assignment sheet.
Academic Dishonesty
In addition to being a wholesale bad idea, plagiarism is also forbidden by the EMU Code of
Student Conduct. Any assignment that is plagiarized to any extent will receive a score of zero.
Cheating on exams is also forbidden and will also result in a zero on the exam.
Classroom Etiquette
Laptops are permitted in class only for the purpose of taking notes. Other uses are not allowed,
and if students are repeat offenders, i.e., caught more than once using their laptop for
unauthorized purposes will have their in-class laptop privileges. Use of other forms of
technology, especially cell phones, is absolutely not permitted.
Disclaimer
It may become necessary to alter the schedule provided below. In such an occurrence, students
will be notified well in advance and provided with an updated electronic copy of the syllabus.
PLSC 120.2 Syllabus 5
Grading System and Scale
The percentage values allocated to course components are listed after the description of the
course component. The grading scale breaks down as follows:
Grade Value
A
AB+
B
BC+
Percentage Range
93-100%
90-92.9%
87-89.9%
83-86.9%
80-82.9%
77-79.9%
Grade Value
C
CD+
D
DF
Percentage Range
73-76.9%
70-72.9%
67-69.9%
63-66.9%
60-62.9%
below 59.9%
Schedule of Lecture Topics and Reading Assignments
Reading assignments should be completed PRIOR to the class period for which they are listed.
Monday, January 6: CLASS CANCELLED
Wednesday, January 8: Syllabus Day and Writing Discussion
Monday, January 13: Definition of Genocide
Topics:
 Genesis of term
 United Nations definition
 Alternative conceptual definitions
Readings:
 Lemkin, Raphael. 1944. “Genocide.” Axis Rule and Occupied Europe: Laws of
Occupation, Analysis of Government, Proposals for Redress. Washington: Carnegie
Endowment for International Peace.
 UN Convention on the Prevention and Punishment of the Crime of Genocide
 Stanton, Gregory. “8 Stages of Genocide.”
Wednesday, January 15: Other Forms of Mass Murder
Topics:
 Other “cides:” politicide, ethnocide, democide
 Ethnic cleansing
Readings:
 Minow, Martha. 2007. “Naming Horror: Legal and Political Words for Mass Atrocities.”
Genocide Studies and Prevention 2(1): 37-41.
 Schabas, William A. 2009. “‘Definitional Traps” and Misleading Titles.” Genocide
Studies and Prevention 4(2): 177-183.
Monday, January 20: NO CLASS
PLSC 120.2 Syllabus 6
Wednesday, January 22: Genocidal Motivation and Policies
Topics:
 Why/how “ordinary” people commit genocide
 How genocide is carried out
Readings:
 Waller, James. 2002. “Killers of Conviction: Groups, Ideology, and Extraordinary Evil.”
Becoming Evil: How Ordinary People Commit Genocide and Mass Killing. Oxford:
Oxford University Press. 29-54. (only read p. 29-49)
Due:
 Indiana University Plagiarism Certificate
Monday, January 27: Genocide of Indigenous Peoples (Americas)
Topics:
 US policy regarding Native Americans
 Canada’s First Nations
Readings:
 Davidson, Lawrence. 2012. “Cultural Genocide and the American Indians.” Cultural
Genocide. Piscataway, NJ: Rutgers University Press. 21-43.
Wednesday, January 29: Genocide of Indigenous Peoples (Australia)
Topics:
 Aboriginal policies
Readings:
 Levarch, Michael. 1997. Bringing Them Home: National Inquiry into the Separation of
Aboriginal and Torres Strait Islander Children from Their Families. Sydney:
Commonwealth of Australia.
o Chapter 2: National Overview (p 22-32 of PDF)
o Chapter 4: Victoria (p 50-61 of PDF)
o Chapter 8: South Australia (p 103-113 of PDF
Due:
 2 page analytical paper
Monday, February 3: Armenia
Topics:
 History of Armenians/other Christians in Ottoman Empire (Millet System)
 Massacres initiated by Sultan Hamid II in 1890s
Readings:
 Dadrian, Vakhan N. 1993. “The Secret Young-Turk Ittihadist Conference and the
Decision for the World War I Genocide of the Armenians.” Holocaust and Genocide
Studies 7(2): 173-201. (only read p. 173-176 & 178-186)
 Cohan, Sara. 2005. “A Brief History of the Armenian Genocide.” Social Science
Education 69(6): 333-337. (map on p. 334 only)
PLSC 120.2 Syllabus 7
Wednesday, February 5: Armenia 2
Topics:
 1910s
 International responses
Readings:
 Peterson, Merrill. 2004. “Genocide.” “Starving Armenians”: America and the Armenian
Genocide, 1915-1930 and After. Charlottesville: University of Virginia Press. 28-50.
Monday, February 10: Holocaust
Topics:
 Jewish persecution 1933-1939
o Nuremberg Laws
o Kristallnacht
 Early WWII
o Warsaw Ghetto
Readings:
 Dutton, Donald G. 2007. “The Holocaust.” The Psychology of Genocide, Massacres, and
Extreme Violence: Why “Normal” People Come to Commit Atrocities. Westport, CT:
Praeger. 38-61.
 .http://www.bbc.co.uk/history/interactive/timelines/nazi_genocide_timeline/index_embed
.shtml
Wednesday, February 12: Holocaust 2
Topics:
 Specific policies
o Eugenics
 Concentration Camps
Readings:
 Kühl, Stefan. 1998. “The Cooperation of German Racial Hygienists and American
Eugenicists Before and After 1933.” In The Holocaust and History: The Known, the
Unknown, the Disputed, and the Reexamined. Michael Berenbaum and Abraham J. Peck,
eds. Bloomington, IN: Indiana University Press. 134-152.
Monday, February 17: Holocaust 3
Topics:
 Nuremberg Trial
 Bringing former Nazis to justice
Readings:
 Tusa, Ann, and John Tusa. 2010. “Chapter Four.” The Nuremberg Trial. New York:
Skyhorse Publishing. 50-67.
Due:
 2 page analytical paper
Wednesday, February 19: MIDTERM
Monday, February 24: NO CLASS
PLSC 120.2 Syllabus 8
Wednesday, February 26: NO CLASS
Monday, March 3: Cambodia 1
Topics:
 Khmer Rouge
 Killing Fields
 Vietnamese invasion
Readings:
 Hinton, Alexander Laban. 2004. “‘Why Did you Kill’? The Cambodian Genocide and the
Dark Side of Face and Honor.” In Violence in War and Peace: An Anthology. Nancy
Scheper-Hughes and Philippe Bourgois, eds. Oxford: Blackwell Publishers. 157-168.
Wednesday, March 5: Cambodia 2
Topics:
 Aftermath
 Justice
 Tribunal
Readings:
 Kiernan, Ben. 2008. “War and Peace in Post-Genocide Cambodia.” Genocide and
Resistance in Southeast Asia: Documentation, Denial and Justice in Cambodia and East
Timor. New Brunswick, NJ: Transaction. 305-332. (only read p. 305-313 & 321-329)
Monday, March 10: Bosnia 1
Topics:
 Battle of Kosovo
 1st Balkan War
 Croatia During WWII
Readings:
 Bell-Fialkaff, Andrew. 1993. “A Brief History of Ethnic Cleansing.” Foreign Affairs
72(3): 110-121.
PLSC 120.2 Syllabus 9
Wednesday, March 12: Bosnia 2
Topics:
 Death of Tito-1992
 1994 bombing of Sarajevo
Readings:
 Huttenbach, Henry R. 2004. “The Genocide Factor in the Yugoslav Wars of
Dismemberment.” In Reflections on the Balkan Wars: Ten Years After the Breakup of
Yugoslavia. Jeffrey S. Morton, R. Craig Nation, Paul Forage and Stefano Bianchini, eds.
New York: Palgrave Macmillon. 23-34.
 Kollander, Patricia. 2004. “The Civil War in Former Yugoslavia and the International
Intervention.” In Reflections on the Balkan Wars: Ten Years After the Breakup of
Yugoslavia. Jeffrey S. Morton, R. Craig Nation, Paul Forage and Stefano Bianchini, eds.
New York: Palgrave Macmillon. 3-22. (only read p. 3-17)
Due:
 2 page analytical paper
Monday, March 17: Bosnia 3
Topics:
 Dayton Peace Accords
 Bosnia since Dayton
Readings:
 Donais, Timothy. 2006. “State-Making the Dayton Way.” The Political Economy of
Peacebuilding in Post-Dayton Bosnia. New York: Routledge. 47-65. (only read p. 4753)
Wednesday, March 19: Rwanda 1
Topics:
 Historical overview of Rwanda/Burundi 1960s-1990s
Readings:
 Longman, Timothy. 2001. “Identity Cards, Ethnic Self-Perception, and Genocide in
Rwanda.” In Documenting Individual Identity: The Development of State Practices in the
Modern World. Jane Caplan and John Torpey, eds. Princeton: Princeton University Press.
345-358.
Monday, March 24: Rwanda 2
Topics:
 Rwanda from 1990-1994
Readings:
 Straus, Scott. 2006. “Genocide at the National and Regional Levels.” The Order of
Genocide: Race, Power, and War in Rwanda. Ithaca, NY: Cornell University Press. 4164.
PLSC 120.2 Syllabus 10
Wednesday, March 26: Rwanda 3
Topics:
 Justice
Readings:
 Ingelaere, Bert. 2008. “The Gacaca Courts in Rwanda.” In Traditional Justice and
Reconciliation After Violent Conflict: Learning from African Experiences. Luc Huyse
and Mark Salter, eds. Stockholm: International Institute for Electoral Assistance. 25-60.
(Read p. 32-44 only)
 Statute of the International Criminal Tribunal for Rwanda
Class Activity:
 Begin Hotel Rwanda
Monday, March 31: Rwanda 4
Topics:
 Rwanda since 1994
Class Activity:
 Finish Hotel Rwanda
Wednesday, April 2: East Timor
Topics:
 Dutch colonization
 Indonesian takeover and rule
 Independence
Readings:
 Dunn, James. 2009. “Genocide in East Timor.” In Century of Genocide: Critical Essays
and Eyewitness Accounts. Samuel Totten and William S. Parsons, eds. New York:
Routledge. 263-296. (only read p. 265-281)
Due:
 2 page analytical paper
Monday, April 7: Darfur
Topics:
 Brief history
 Most active period (mid-2000s)
 More recent events in Darfur
Readings:
 Ibrahim, Fouad. 2007. “Introduction to the Conflict in Darfur/West Sudan.” In
Explaining Darfur: Lectures on the Ongoing Genocide. Agnes van Ardenne-van der
Hoeven, Mohamed Salih, Nick Grono and Juan Méndez, eds. Amsterdam: Vossiuspers
UvA. 9-17.
 Van Ardenne-van der Hoeven, Agnes. 2007. “The Road to Darfur Leads Through
Khartoum.” In Explaining Darfur: Lectures on the Ongoing Genocide. Agnes van
Ardenne-van der Hoeven, Mohamed Salih, Nick Grono and Juan Méndez, eds.
Amsterdam: Vossiuspers UvA. 20-26.
Due: 2-3 page movie analysis
PLSC 120.2 Syllabus 11
Wednesday, April 9: Gendered Aspects of Genocide
Topics:
 Sexual violence
 Victimization
Readings:
 Debnath, Angela. 2009. “The Bangladesh Genocide: The Plight of Women.” In Plight
and Fate of Women During and Following Genocide. Samuel Totten, ed. New
Brunswick, NJ: Transaction Publishers. 47-66. (Most of this is references; the actual
reading is p. 47-55)
 Miller, Donald E., and Lorna Touryan Miller. 1993. “The Experience of Women and
Children.” Survivors: An Oral History of the Armenian Genocide. Berkeley: University
of California Press. 94-117. (only read up to “The Experience of Children” on page
103)
Monday, April 14: Denial
Topics:
 Armenia
 Holocaust
Readings:
 Lipstadt, Linda. “Denying the Holocaust.” Available online from:
http://www.bbc.co.uk/history/worldwars/genocide/deniers_01.shtml
 Stanton, Gregory. “12 Ways to Deny a Genocide.”
Wednesday, April 16: Non-Intervention
Topics:
 Cases of Non-Intervention
o Rwanda
Readings:
 Grünfeld, Fred. 2007. “Apologies From Bystanders Ten Years Later.” International and
Comparative Criminal Law Series, Volume 23. Failure to Prevent Genocide in Rwanda:
The Role of Bystanders. Leiden: Koninklijke Brill NV. 231-247. (only read p. 231-242)
 Grünfeld, Fred. 2007. “The Genocide Fax and the Prohibition From U.N. Headquarters to
Act.” International and Comparative Criminal Law Series, Volume 23. Failure to Prevent
Genocide in Rwanda: The Role of Bystanders. Leiden: Koninklijke Brill NV. 95-105.
PLSC 120.2 Syllabus 12
Monday, April 21: Intervention/Prevention
Topics:
 Forms of Intervention
o Humanitarian
o Military
 Strategies of Prevention
Readings:
 Feinstein, Lee. 2007. “Darfur and Beyond: What Is Needed to Prevent Mass Atrocities.”
Council on Foreign Relations Council Special Report No. 22. New York: Council on
Foreign Relations. (only read p. 3-30)
 Waxman, Matthew C. 2009. “Intervention to Stop Genocide and Mass Atrocities.”
Council on Foreign Relations Council Special Report No. 49. New York: Council on
Foreign Relations. (only read p. 3-27)
Due:
 4-5 page summary/analysis paper
Wednesday, April 23: FINAL EXAM (11:30 am-1:00 pm)