Genocide Research Project
Raphael Lemkin, the man who invented the term “genocide,” toiled for decades to make it a crime illegal around the world. He devoted his life to the cause because he believed that if he could get countries to outlaw the atrocity, humans, fearing reprisal, would be less likely to engage in the practice. Lemkin defined his new word (from Greek genos “race, tribe” + Latin cide “killing”) as “a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves.”
Because of Lemkin’s work, in 1948, the UN General Assembly voted unanimously on a legal definition of genocide; in 1950, the 20th country voted to ratify the convention, thus making genocide an international crime. The U.S. was the 98th country to ratify the convention; it did so in 1988.
Legal definition of genocide, as adopted by the 1948 Convention on the Prevention and Punishment of the Crime of Genocide: Any of the following acts committed with the intent to destroy, in whole or in part, a national, ethical, 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 (United Nations Genocide Convention 1948).
After the Holocaust, the cry around the world was “never again”; however, since that time, the world has lost millions more to this horrific crime. Whether it was mass killing perpetrated in Cambodia by the Khmer Rouge; the “ethnic cleansing” in Bosnia; the slaughter of nearly a million Tutsi and Tutsi sympathizers by Rwandan government forces; the Al-Anfal campaign of the Iraqi regime, led by Saddam Hussein, to “stamp out” the Kurdish effort toward political independence; or widespread persecution of innocent civilians by the government and government-backed Janjaweed, on account of race, ethnicity, and religion that is happening currently in the Darfur region of the Sudan, the atrocities don’t seem to stop. Clearly, the history of Genocide runs deep and long; a terrible negative tradition that forces us to ask: “Will humanity ever be wise enough to prevent the deaths of potential genocidal victims before they become yet another set of statistics in the welter of statistics?” (Totten).
ASSIGNMENT: On teams of 3-5, research a designated genocide from the 20th – 21st century and prepare an oral presentation of 30-50 minutes to explain and analyze the deep roots and the legacy—something left behind—of the genocide. Include primary source information – visuals (maps, photos, illustrations, and/or video clips); eyewitness testimony; cultural exposure through poetry, music, and literature; as well as secondary source information about the genocide. All group members must participate in the research, writing, and presentation of this Genocide Research Project. Please consider how you could make this a creative presentation that will leave your classmates with a clear understanding and memorable impression of this genocide.
Follow the guidelines below to use the Pyramid Of Hate and the 10 Stages of Genocide, as documented by Dr. Gregory Stanton, President of Genocide Watch, to structure your research, analysis, and presentation - (Each group must address and acknowledge the individual steps of the Pyramid of Hate and the 10 Stages of Genocide for their group’s particular Genocide including: Classification, Symbolization, Discrimination, Dehumanization, Organization, Polarization, Preparation, Persecution, Extermination, and Denial.)
SUB-GROUP ONE: The focus of this portion of the report is to give the background of the groups and important individuals involved in the genocide. Who are these people? Where are these groups located? (Using a map will help in establishing locale); Have they been displaced? What are the significant identity factors for the groups involved (religion, gender, occupation, traditions, education, war, etc.), and how are they reflected in their respective cultures? In other words, what are their identities? This sub-group’s goal is to educate us about the people themselves and set the foundation for understanding how the genocide began.
SUB-GROUP TWO: The purpose of this sub-group is to analyze the deep roots of the genocide. Using the Pyramid of Hate and 10 Stages of Genocide as your guide, research the events that lead to this genocide. This group picks up where Sub-Group One leaves off (make sure to make this transition smooth). Who/what was involved? What was the nature of the conflict – religious, political, cultural and/or ethnic? What justifications and/or rationale are given for the violations? How was the genocide perpetrated? Be sure to identify the victims and the perpetrators. Identify key groups and individuals who supported and/or perpetrated crimes against innocent people during the genocide, as well as freedom fighters who openly opposed it. What new laws were put in place? What kind of propaganda was used to indoctrinate the people? What rationale was given to explain the nature of the heinous crimes committed against humanity? This sub-group must create a visual Time-line of their genocide’s 10 stages of Genocide (may be a part of the PowerPoint).
SUB-GROUP THREE: Response and legacy/Universe of Obligation: What was, and has been, the response of individuals, groups, nations (in particular, the United States), and The United Nations to this particular genocide? Were people in the country, and around the world, indifferent to this genocide? Were some selfishly motivated to stand by or manipulate the situation to their benefit? What was the long-range impact of the genocide on the victim group? On the perpetrators? On the bystanders? On the country, or world, as a whole? What is presently happening with regards to these groups? What actions have been taken toward justice? How did the country respond to the atrocities committed during the genocide and begin to heal and rebuild itself as a whole country? Are they holding criminal trials, or is that being done by the International Criminal Court system – please give an update on the status of any past, present, or pending trials taking place for crimes committed during this genocide, as well as an updated status on the state of the country today.
TIMELINE AND PRESENTATION REQUIREMENTS
Research paper/Project assigned: ______
a. Choose an area of interest: Genocides & Mass Killings that have occurred prior to and following the Holocaust, including those in Armenia, Darfur, Bosnia, Cambodia, Iraq, Congo, and Syria
b. Choose a group leader
c. Delegate responsibilities and subgroups.
Article Homework: Due: ______
a. Every member of the group must submit 2 annotated research articles/source documents (annotated = highlighted, with notes in the margin, and difficult vocab defined) on his/her chosen genocide topic.
b. Come to class ready to share the article’s information with your (sub) group members. The articles will be turned in and returned to you the same day/the day after.
c. Your research paper requires at least FIVE sources; on this day you are sharing your two favorite sources.
Genocide Group Research Presentations: ______
Be sure you are ready to present on your group’s given day – each group will have one class period to present. Students not present on the day of their presentation will receive a ZERO on the project. NOTE: If you need this presentation to pass Foothill’s Speech Proficiency, please let me know prior to the day of the presentation.
Requirement: All presentations must include a PowerPoint, which contains visuals predominantly. PowerPoints should not contain full text that the group members read from directly; captions and minor information documenting the visuals is best.
DUE DATES:
Annotated Articles: ______
Research Essay: ______
Presentations Begin: ______