GenocidePSYC/ANS0 3275 |  |
Texts:
- Totten, S., Parsons, W. S., & Charny, I. W. (Eds.). (2008). Century of genocide: Eyewitness accounts and critical views (3rd ed.). New York: Routledge.
- Selected readings to be provided or placed on reserve in the library - each noted below.
Course Description:
We live in a time of unparalleled instances of democide, genocide and ethnocide. In fact, governmental policies have resulted in over 170 million deaths during the last century (1900-1987) and this figure excludes war deaths (Rummel, 1995). As Rummel states, "It surpasses the 1987 population of all but six nations in the world". These statistics of course do not include the more recent deaths due to genocide/democide in places such as Darfur and underestimates the additional toll on human life from physical and psychological scarring.Although most individuals are aware of the Holocaust (although they often do not realize the extent of the brutality and actual cost in terms of human life), many are not aware of other past genocides/democides or of current genocides/democides. For example, many individuals remain unaware of the Armenian genocide in Turkey, the killing fields of Cambodia, the disappearances in Argentina & Chile, the death squad killings in El Salvador, or Stalin's purges. Many are unaware of recent events that have resulted in genocides in Bosnia and Rwanda/Burundi or the extreme violations of human rights and genocidal policies by the governments of China (including Tibet), Myanmar (Burma), Laos, and Indonesia (including the genocide of the East Timorese).
The Holocaust, the genocides in Turkey, Cambodia, Bosnia, and Rwanda . . . the disappearances in Argentina, the death squad killings in El Salvador, . . . violence, torture, the mistreatment of human beings . . . . All of these raise questions about evil. This course will examine the psychological, cultural, and societal roots of human cruelty, mass violence, and genocide. We will examine the questions of what enables individuals collectively and individually to perpetrate evil/genocide and examine the impact of apathetic bystanders on human violence.
Course Objectives and Outcomes:
- Objective: To examine the nature of evil, specifically various forms of state terror/genocide, and its differential impact on victims vs. perpetrators.
- Objective: To examine the differences between the terms genocide, democide, ethnocide, and other forms of mass violence.
- Objective: To become more knowledgeable concerning the interaction of psychological, sociological, cultural, and/or political roots of evil, human cruelty, mass violence, and genocide.
- Objectives: 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.
- Objective: To examine the nature of bystander behavior and the impact of bystander behavior on the perpetration of genocide.
- Objectives: To examine the question of what can be done to prevent human cruelty, mass violence, and genocide.
- Objective: For 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.
Incoming Competencies/Prerequisites:
ANSO 1010 or ANSO 1070 and 6 credit hours of social science, or PSYC 1100 and 6 credit hours of psychology, or permission of the instructor. All students should be capable of integrating and evaluating information, critical thinking, and writing at the college level.
Class Meetings:
The class will meet on Monday from 2:00 - 4:50. Classroom attendance is expected and class discussion will greatly enhance your understanding of the material presented in this class. Also, material will be presented that is not in any of the books and class participation/discussion will constitute a percentage of your final grade.
This course will be challenging for several reasons. First, it entails a fair amount of reading. If this is to be a good class, it is essential for everyone to do the reading, come to class, and be prepared to participate in the discussion. Second, this course is difficult because of its almost unrelieved concentration on human suffering and extreme, deliberately inflicted cruelty; the information presented in this class is difficult to read and difficult to discuss. There will be opportunities for class members to discuss thoughts and feelings that arise during the course.
Course Requirements:
Three exams, a paper analyzing an instance of mass violence/genocide, and class participation/discussion.All grades will be assigned on a scale of 0 - 10 with:
| 90 - 100 | A-,A | Excellent |
| 80 - 89 | B-,B,B+ | Above Average |
| 70 - 79 | C-,C,C+ | Average |
| 60 - 69 | D-,D,D+ | Below Average |
| Less than 60 | F | Failing |
Percent of Grade:
Examinations 75% Analysis Paper 15% Class Part./Disc. 10%
Examinations: The exams are designed to test for an understanding of the terms, theories, ideas, and historical events related to evil, human cruelty, mass violence, and genocide as presented in text, readings, lecture, videos, and discussion. The exams will include multiple choice, matching, short answer, and essay. Each exam will be worth 25% of your final grade.
Policy: All exams must be taken on the date scheduled. In case of an emergency, the instructor must be notified. No make-up exams will be give if you fail to notify and discuss your situation with the instructor. It is up to the instructor's discretion whether to offer or not offer a make-up exam. Please note that no extra credit work will be make available to make-up for a poor test grade.Analysis Paper: The purpose of the analysis paper is to provide you, the student, with the opportunity to explore the collective perpetration of genocide from a psychological/ sociological/cultural/political perspective in depth. Specific instructions will be discussed in class and are available via eReserves. Students will be given a choice of recent/current instances of genocide/mass violence that are open for analysis/exploration. Any analysis that is not one of the assigned options must be approved in writing by the instructor. The analysis paper should be submitted electronically in Word format to woolflm@webster.edu. Hard copies of the analysis paper will not be accepted. The analysis paper is worth 15% of your final grade.
Class Presentation, Participation & Discussion: Please realize that your participation in this class is extremely important. As such, class participation will constitute 10 percent of your final grade. The class participation grade will derive from regular attendance and everyday discussion and analysis. Please be aware that missing class (either an excused or unexcused absence) will impact your grade in this area. The class presentations will be scheduled the first week of class.
Policy Statements:
Use of Electronic Devices in the Classroom: Please respect others in the class by turning off all cell phones and pagers before entering the room. Text messaging during class is not acceptable. Laptops may be used in class but are only to be utilized for class related activities (e.g., taking notes). If it becomes apparent you are using the computer for non-class activities (e.g., checking your email, playing games) then you may be asked to turn off your computer and refrain from bringing it into class in the future. Laptop use is restricted to the back or sides of the classroom so that other students are not distracted during lecture.
Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment and will be turned over to the appropriate university source for disciplinary action. In addition, cheating on exams will also result in the same fate.
Here are some Web sites that will help you avoid the problem of plagiarism particularly plagiarism resulting from paraphrasing too closely to the original source. -
- Establishing Authorship by Paul C. Smith, Alverno College
- How to Avoid Plagiarism Tutorial
- The University of Indiana's Online Plagiarism Tutorial - You can print out a certificate of completion!
Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on the basis of poor class performance.
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 verbally to the class.
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. No grade of Incomplete will be issued for this course.
Course Outline
| Week Ending | Topic and Readings |
| August 24 August 31 | Introduction to the Class What is "evil"? Perpetrator vs. Victims What is Genocide? Genocide/Mass Killing: Core Concepts Towards A Psycho-Social Model of Genocide Readings:
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| Sept. 14 | Genocide/Mass Killing: Core Concepts cont. Towards A Psycho-Social Model of Genocide cont. The Hereros
Readings:
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| Sept. 21 | The Turkish Genocide of the Armenians Readings:
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| Sept. 28 Oct. 5 Oct. 12 | The Nazi Holocaust Readings:
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| Oct. 26 Nov. 2 | The Genocide in Cambodia Readings:
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| Nov. 9 Nov. 16 | The Genocides in Burundi & Rwanda Readings:
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| Nov. 23 | Physical and Cultural Genocide of Various Indigenous Peoples: Darfur; Native Americans; Slave Trade Readings:
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| Nov. 30 Dec. 7 | Intervention, Prevention, and Post-Conflict Justice Readings:
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| See Finals Exam Schedule - TBA | Final course wrap-up/discussion
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