It is forbidden to kill; therefore all murderers are punished unless they kill in large numbers and
to the sound of trumpets. ~ Voltaire, War
HISTORY 389
Mass Violence through the Ages
Days taught:
Hours taught:
Office room:
Office phone:
E-mail:
Website:
Office hours:
Monday, Wednesday
14:00-15:15
Fitch Hall 102
835-5235
aprusin@nmt.edu
http://infohost.nmt.edu/~aprusin/
Tuesday, Thursday 13:00-14:00 or by
appointment
Mass violence is the most constant feature of human history. This course examines mass
violence in both theoretical and historical perspective as well as a range of psychological,
sociological, and political perspectives on its causes, varieties, and mechanisms in different
geographic areas. Utilizing various sources, students will explore mass violence through its
ideological patterns, religious and political institutions, social engineering projects as well as
legal aspects of war crimes.
Student Learning Objectives for General degree requirements Area 5 - Humanities
http://infohost.nmt.edu/~huma/programs/creditout.html
1. Analyze and critically interpret significant primary texts and/or works of art (this includes
fine art, literature, music, theatre, and film).
2. Compare art forms, modes of thought and expression, and processes across a range of
historical periods and/or structures (such as political, geographic, economic, social,
cultural, religious, intellectual).
3. Recognize and articulate the diversity of human experience across a range of historical
periods and/or cultural perspectives.
Draw on historical and/or cultural perspectives to evaluate any or all of the following:
contemporary problems/issues, contemporary modes of expression, and contemporary thought.
The course counts for 3 credits of Social Science required credit, Part 1C or 1D in 2007-2009
catalog (General Degree Requirements) or 3 credits of Humanities required credit, and Area 5
and Area 6 (General Education Core Curriculum) in new catalog. It also counts for a History
minor.
Required reading (see materials on reserve):
Christopher Browning, Ordinary Men: Reserve Police Battalion 101 and the Final
Solution in Poland.
Ervin Staub, The Roots of Evil: The Origins of Genocide and Other Group
Violence.
Course requirements (100 points):
I.
Group presentation – 15 points. The class will be divided in a number of
groups. Each group will be required to make a 20-25 minute class
presentation on a specific topic. The content of the presentation will have
to conform approximately to the material discussed in class.
II.
Written assignments and class participation – 85 points.
Interpreting letter grades:
A
Outstanding performance: strong evidence of original thinking; exemplary
organization, style, and grammar; excellent capacity to analyze and superior grasp of
subject matter with sound critical evaluations; evidence of extensive knowledge base.
B
Good performance: evidence of grasp of subject matter; adequate organization,
style, and grammar; some evidence of critical capacity and analytic ability; reasonable
understanding of relevant issues; evidence of familiarity with literature.
C
Satisfactory performance: student who is profiting from her/his educational
experience; acceptable organization, style, and grammar; understanding of the subject
matter.
D
Minimally acceptable performance: poor organization, style, and grammar; some
evidence of familiarity with subject matter.
F
Unacceptable performance: no evidence of even superficial understanding of the
subject matter; inadmissible organization, style, and grammar.
Make-up policy:
No make-ups will be allowed unless you provide a documented excuse. The failure to
submit timely a written assignment will result in the loss of 10 points a day.
Attendance:
Attendance is mandatory. The course is designed to be a lecture and a topical discussion
course. Students are expected to come to class, having prepared the reading and ready to
comment on the assigned material. If you are not in class, you cannot participate and
therefore each unexcused absence will result in the deduction of 3 points from your total
score at the end of the semester.
Conduct:
Students must respect the protocols of classroom conduct (e.g., arriving promptly, turning
off cell phones, refraining from eating or writing home assignments during class).
Entering the class late or leaving early will be considered an absence (you will not be
counted as present if you arrive more than 5 minutes late or leave more than 10 minutes
early).
Important note:
The course contains explicit content and materials, which may appear acutely sensitive or
offensive to some students. Hence, you are expected to treat these matters with due tact
and consideration.
Academic Honesty:
Anyone caught cheating automatically fails the test and the course.
New Mexico Tech’s Academic Honesty Policy can be found starting on page 59 of the NMT
catalog, http://www.nmt.edu/images/stories/registrar/pdfs/20132014_UNDERGRADUATE_Catalog_FINAL.pdf
You are responsible for knowing, understanding, and following this policy.
Counseling and Disability Services:
Reasonable Accommodations: New Mexico Tech is committed to protecting the rights of
individuals with disabilities. Qualified individuals who require reasonable accommodations are
invited to make their needs known to the Office of Counseling and Disability Services (OCDS)
as soon as possible. In addition, New Mexico Tech offers mental health and substance abuse
counseling through the Office of Counseling and Disability Services. The confidential services
are provided free of charge by licensed professionals. To schedule an appointment, please call
835-6619.
Emergency Notification System:
For information see:
http://www.nmt.edu/cat-campus-police/4002-emergency-notification-system
CLASS SCHEDULE (subject to change):
Date
Jan. 12, 14
Topic
Forms and Logic of Mass Violence
Reading
Staub, Roots of Evil, pp. 13-50, 51-66, 67-88.
On reserve: Benjamin Valentino, Final Solutions (HV6322.7. V35),
pp. 66-90.
Jan. 21, 26
Ideological or Functional Violence:
Assyria, Greece, and Rome
Jan. 28,
Feb. 2
Ideological or Functional Violence:
Crusaders and Mongols
Feb. 4, 9, 11
“Ideal” Scapegoats
Feb. 16
Feb. 18, 23
“White Man’s Burden”
Forging a Nation: The Armenian
Genocide
“Rape of Nanking”
Feb. 25
Mar. 2, 4
Mar. 9, 11
“Social Engineering” in the
USSR and Cambodia
Mar. 23, 25
Mar. 30, Apr.
1, 6
Apr. 8, 13
Apr. 15, 20
Apr. 22, 27
Apr. 29
Terror in Latin America
Racial Utopia: the Holocaust
Mass Murderers: Monsters or
Ordinary People?
Victims, Bystanders, and the Saviors
Laws of War and War Crimes: Does
Justice Work?
Final Test
On reserve: Will Durant, Story of Civilization (CB53 D85), vol. 1: pp.
265-284.
Will Durant, Life of Greece (CB53, D85), vol. 2: pp. 437-452.
Cambridge Ancient History (D57. C25), vol. VIII: pp. 466-484.
On reserve: Joseph H. Dahmus, History of Medieval Civilization (D118.
D14), pp. 401-412, 424-428, 432-433.
Michael Prawdin, Mongol Empire (DS19. C43), pp. 179-199.
On reserve: Lois Martin, History of Witchcraft (BF1584. E9. M37), pp.
35-70.
Abba Eban, Story of the Jews (DS 117. E2), pp. 161-197, 280-307.
On reserve: Ben Kiernan, Blood and Soil (HV6322.7.K54), pp. 374-390.
Staub, Roots of Evil, pp. 173-187.
On reserve:
William L. Hewitt, Defining the Horrific, HV6322.7 D43, pp. 175-180.
Staub, Roots of Evil, pp. 188-209.
On reserve: Valentino, Final Solutions, pp. 91-117.
Adam Jones, Genocide (HV 6322.7. J64), pp. 124-137.
Staub, Roots of Evil, pp. 210-231.
Staub, Roots of Evil, pp. 91-127.
Browning, Ordinary Men
Staub, Roots of Evil, pp. 128-150, 232-273.
Staub, Roots of Evil, pp. 151-169.
On reserve:
Gerhard von Glahn, Laws Among Nations (JX3185. V6), pp. 692-719.
Topics for group presentation (to be chosen upon consultation with the instructor):
1. We consider the ancient Greeks and the Romans the architects of modern Western
civilization. And yet they often committed horrible atrocities. How do you reconcile such
dichotomy?
2. Analyze a case of mass violence in antiquity in the theoretical context of the Roots of
Evil.
3. The Crusaders fought in the name of Christianity. To what extent, therefore, should
Christianity be blamed for mass violence during the period?
4. The “functional” violence of the Romans in Carthage seemingly stands in sharp contrast
to the “frenzy” violence of the Japanese in Nanking. To what extent the two cases are
different from one another? To what extent are they similar?
5. Thousands of women were singled out as the Devil’s worshippers. In your opinion, what
were the most critical factors that generated such accusations?
6. Anti-Semitism is considered the “longest hatred” in human history. How would you
explain the longevity of this prejudice?
7. Can the charge of genocide be proffered against the US government in regards to the 19th
century destruction of the American Indians?
8. The 19th century gave rise to the racist theories, which guided mass violence of the
colonial era and of the early 20th century. What were the main ideological features of
these theories? Why did they find substantial popular support?
9. Culture is often quoted as one of the main driving forces of mass violence. Analyze a
specific case, which corroborates this concept.
10. Mass violence in the USSR, China, or Cambodia has often been ascribed to the Marxist
ideology. In your opinion, to what extent should Marxism be blamed for mass violence
committed by the communist states?
11. The critics of Pious XII argue that he should have done much more to help Jews during
World War II. His defenders respond that the Christian institutions could not have done
more than they did. In your opinion, which argument sound more convincing?
12. The term “perpetrator” implies an individual or a group, particularly suited or willing to
commit mass violence. In your opinion, do perpetrators indeed possess particular
qualities to commit mass violence?
13. Sexual violence has been one of the most ubiquitous aspects of warfare. In your opinion,
what has been its most crucial driving force?
14. Who could be classified as “ordinary” people and what drives them to commit mass
violence?
15. Some ideologically motivated mass killings (for example, by the regime of Pol Pot) seem
to fall outside the accepted definition of genocide as an act committed against a specific
national, ethnic, religious or racial group. Can such instances be classified as genocide?
16. Mass violence in modern Africa and Asia is often ascribed to the legacy of colonialism.
In your opinion, to what extent such assertion is true?
17. Mass violence has been almost a permanent feature of the history of Central and South
America. Why?
18. War crimes legislation and trials have been permeated with numerous ambiguities and
controversies. In your opinion, why is it so difficult to punish war criminals even if their
acts have been well-documented?
19. In your opinion, should an attempt to erase the national and cultural identity of a targetgroup be qualified as genocide?
20. Analyze the role of a leader or leadership in instigating mass violence.
21. When the population at large remain just a bystander, the “righteous” risk their lives to
save their fellow-humans. In your opinion, what makes a “righteous” individual?
22. Analyze the ways mass violence has been presented in literature, art, or film.
23. You are a group of lawyers in the International Court in The Hague arguing that a
specific case of mass violence is genocide. How would you prove it?
24.
Imagine that you are in court facing an individual or a group, notorious for genocide
denial. How would you build your case to demonstrate loopholes in your opponents’ line
of argument?