Course coordinator
Associate Professor Patrick Jory
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course addresses issues of genocide, persecution, revenge and reconciliation from a comparative historical perspective. The course will investigate the ideological, cultural, social, and economic causes of intense persecution, including but not limited to genocide according to strict legalistic definitions. It will examine the strategies that victims and perpetrators have used to cope at the time and afterwards with the moral issues involved. It will consider the special place of indigenous peoples in issues of persecution and genocide. Finally it will study international responses to genocide, and the contemporary tension between the principle of national sovereignty and `humanitarian intervention'.
This course examines the phenomenon of genocide in modern history, covering the period from the late nineteenth century up until the present. It studies the historical causes of genocide, attempts to define it as a crime and prosecute its perpetrators, the political obstacles that have sometimes thwarted these attempts, and the persistence of genocide denial. The course uses cases studies from around the world to explore these themes, including (but not limited to) the examples of the Armenians in the Ottoman Empire, the Holocaust, the Soviet Union, the People's Republic of China, Indonesia, Cambodia, Rwanda, and the former Yugoslavia. It also examines recent claims of genocide or crimes against humanity in the current Israel-Palestine conflict. The course gives attention to the issue of the genocide of indigenous peoples, including the cases of Australia and the United States. The course draws on new research into gender and sexualized violence associated with genocide and mass atrocities. The course also looks at how societies that have experienced genocide or crimes against humanity have attempted to come to terms with this difficult history, find justice for the victims and their families, and achieve national reconciliation.
ﾠ
Course requirements
Assumed background
This is an advanced level History course. You would find it to your advantage to have completed introductory and intermediate level courses in History before taking this one, but that is not compulsory.
Incompatible
You can't enrol in this course if you've already completed the following:
HIST2704
Course contact
Course staff
Lecturer
Associate Professor Patrick Jory
Tutor
Associate Professor Patrick Jory
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly Lecture:ﾠ Monday 12:00 - 2:00pm
Venue: 05-213 - 03-262 - Steele Building, Learning Theatre
Tutorial 1:ﾠ Monday 3:00 - 4:00pm
Venue: 01-E356 - Forgan Smith Building (East Wing), Seminar Room
Tutorial 2:ﾠ Monday 4:00 - 5:00pm
Venue:ﾠ 01-E356 - Forgan Smith Building (East Wing), Seminar Room
There are ten weeks of tutorials, starting in Week 2.
Aims and outcomes
This course will provide students with an understanding of the issues surrounding the history of genocide and its causes in the modern era. Students taking this course will develop expertise in historical research, analytical skills, and abilities in verbal and written communication.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Master a range of attributes from both the research and presentation aspects of this course, as well as the written assessment, including information management, communication, critical thinking, cultural and historical appreciation, ethics, and an interdisciplinary perspective.
LO2.
Work in an independent, adaptive and self-motivated fashion, as well as interact effectively with others for a common outcome.
LO3.
Develop a sound understanding of the major issues relating to comparative genocide research and the important factors which shape this field of research.
LO4.
Have an appreciation of the ethical and philosophical contexts related to genocides and acts of persecution.
LO5.
Understand the historical contexts in which genocide has taken place.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation |
Tutorial Presentation
|
10% |
11/08/2025 - 13/10/2025
The tutorial presentations for the semester will be scheduled in Week 2's tutorial. |
| Participation/ Student contribution |
Tutorial Participation
|
10% |
4/08/2025 - 13/10/2025
N/A |
| Essay/ Critique | Reflective Essay (1000 words) | 20% 1000 words |
1/09/2025 |
| Essay/ Critique | Major Essay (2500 words) | 30% 2500 words |
27/10/2025 2:00 pm |
| Examination |
Examination
|
30% Examination |
End of Semester Exam Period 8/11/2025 - 22/11/2025 |
Assessment details
Tutorial Presentation
- Identity Verified
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 10%
- Due date
11/08/2025 - 13/10/2025
The tutorial presentations for the semester will be scheduled in Week 2's tutorial.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Each student is required to give an oral presentation of no more than 6 minutes on a theme covered in the tutorial program. Students may choose to answer one or more of the tutorial questions, or focus on another issue that is directly related to the tutorial topic. The emphasis in the tutorial presentation is on not only understanding a particular topic but also on having the ability to communicate that understanding to an audience in an interesting and persuasive manner.
1. Presentation should be no longer than 6 minutes.
2. Presentation must address the topic for that week.
3. Presentations should NOT BE READ. Speak to the class from your notes, rather than read from them.
4. Presentations should be done with enthusiasm! Be upbeat, but not casual.
5. Presentations should be intellectually stimulating and entertaining.
6. Focus on the main points. Don't go into too much detail. A presentation is not a research essay.
7. Presentations should be based on the assigned readings as well as other scholarly sources related to the topic.
8. Presentations should be well-structured: a clear introduction; two or three key points; and a clear conclusion.
9. A brief introduction and conclusion to your talk are important. Give them some thought.
10. Nervousness is normal! Use it to enhance your presentation.
11. Anyone can be a good public speaker. Like everything, all it needs is practice.
Note: Tutorials start in Week 2.
Submission guidelines
N/A
Deferral or extension
You may be able to apply for an extension.
Discretionary extensions are not available for this task.
N/A
Late submission
N/A
Tutorial Participation
- Identity Verified
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
4/08/2025 - 13/10/2025
N/A
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are required to attend tutorials, having read the assigned tutorial readings, and actively participate in the discussion of issues raised in the lectures and tutorial readings. Participation is worth 10% of your overall tutorial mark.
Note: Tutorials start in Week 2.
Submission guidelines
N/A
Deferral or extension
You cannot defer or apply for an extension for this assessment.
N/A
Late submission
N/A
Reflective Essay (1000 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1000 words
- Due date
1/09/2025
Task description
While all historical eras have known mass killings of people, the modern crime of genocide arguably dates from the late nineteenth century. Your task for this assignment is to write an essay of 1000 words on the following topic:
What are the reasons for genocide? Answer with reference to historical examples of various cases of genocide from the late nineteenth to the end of the twentieth century. Your essay should show a familiarity with the history of genocide, its legal definition in the 1948 Genocide Convention, and some of the theoretical approaches that scholars have used to understand this phenomenon.
Make sure that:
1. The essay answers the question;
2. The essay is sufficiently researched, based primarily on the historical scholarly literature;
3. The essay is written in clear, concise, persuasive and grammatically correct prose;
4. The essay has a clear structure: a clear introduction in which the problem is introduced; a main body with a logical organization of ideas arranged into discreet paragraphs; and a conclusion in which you sum up your response to the essay question;
5. The essay has sufficient referencing and uses proper referencing standards.
Referencing guide: https://guides.library.uq.edu.au/referencing/chicago17-notes-bibliography
Use of AI: Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit through Turnitin on Blackboard by 2pm.
Deferral or extension
You may be able to apply for an extension.
Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
Major Essay (2500 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 2500 words
- Due date
27/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
An essay of approximately 2,500 words is to be submitted by 14:00pm on Monday, Week 13 (27th October). This should be a piece of work in which you show your ability to collect relevant material from a variety of sources, to interrogate it appropriately and critically, to marshal evidence in a coherent argument, and to present a polished and stylish piece of writing.
For your Major Essay answer one of the questions listed below.
1. Discuss the factors that led to the mass killings of ethnic Armenians in 1915-16 by the Ottoman Turks. Did this constitute a genocide? Why is this history so controversial?
2. Discuss the difference between Raphael Lemkin's concept of 'genocide' and Hersch Lauterpacht's concept of 'crimes against humanity'.
3. Discuss the strengths and weaknesses of the 1948 UN Convention on the Prevention and Punishment of the Crime of Genocide. Comment on how the Convention was shaped by the political and historical circumstances when it was produced.
4. Discuss the differences between the legal definition of 'genocide' in the 1948 Genocide Convention and the various scholarly definitions of genocide.
5. Discuss the controversy in the scholarly literature between the "intentionalist" and the "functionalist" explanations of the Holocaust.
6. How distinctive is the Holocaust in the history of genocide? Argue with reference both to the Holocaust and other cases of genocide in the twentieth century.
7. Do incidents in the historical treatment of Australia's Indigenous peoples by settlers constitute 'genocide'? Discuss the historiographical debate on this question.
8. Evaluate the achievements and shortcomings of the International Tribunals in the former Yugoslavia, Rwanda, or Cambodia.
9. Were the war crimes trials in Nuremberg or Tokyo after the Second World War anything more than 'victors’ justice'?
10. Explain the phenomenon of genocide denial in relation to the Armenian genocide, the Holocaust, Darfur, or another incident of your choice.
11. Evaluate the role of the United Nations in preventing genocide.
12. Assess the role of socialist ideology in the mass killings in Stalin's USSR or Mao’s China. What other factors were involved?
13. What factors were responsible for the mass killings in Cambodia under the Khmer Rouge regime (1975-78)? Discuss the role of Cold War politics in influencing the history of this period. Did these mass killings constitute 'genocide'?
14. Why has the history of the 1965-66 mass killings in Indonesia been largely suppressed? What are the reasons for the recently renewed scholarly interest in this historical incident?
15. Explain the process whereby modern states and ordinary people can willingly take part in genocide or crimes against humanity (you may focus on one or more countries).
16. Take one case of genocide or mass atrocity as your case study and discuss the role of gender and sexualised violence in the violence.
17. Choose one artist, writer, book or film and discuss his/her/its representation of an incident of genocide (examples include East-West Street, The Diary of Anne Frank, Schindler's List, Maus, The Killing Fields, Hotel Rwanda, The Act of Killing).
18. Choose one or more cases of transitional justice such as a Truth Commission, an International Tribunal, or indigenous jurisprudence. Discuss the extent to which the process provides justice for the victims of mass atrocities.
19. Explain the origins and development of the 'Responsibility to Protect' doctrine and evaluate its effectiveness.
20. Discuss the various measures that states or international organizations have taken to achieve reconciliation after episodes of mass violence. Evaluate how effective these measures have been (you may focus on one or more countries).
21. Discuss the origins and development of genocide studies as a field of study. In what ways has the field changed, and why?
Referencing guide: https://guides.library.uq.edu.au/referencing/chicago17-notes-bibliography
Use of AI: Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit through Turnitin on Blackboard by 2pm.
Deferral or extension
You may be able to apply for an extension.
Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
Examination
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 30% Examination
- Due date
End of Semester Exam Period
8/11/2025 - 22/11/2025
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
A 120-minute examination will be held during the examinations period. Students will be required to answer multiple choice and short-answer questions and write an extended essay chosen from a list of questions. Examination questions will be taken from material covered in lectures, tutorial discussions, and the assigned readings from the course.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | Any calculator permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) | <p>0</p> - |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) | <p>0</p> - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) | <p>0</p> - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) | <p>0</p> - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) | <p>0</p> - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.</p> |
| 7 (High Distinction) | <p>0</p> - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
ASSESSMENT CRITERIA FOR EACH ASSESSMENT ITEM
1. Tutorial Presentation
Your oral presentation will be assessed according to the following criteria:
- Content and argument of the topic of the presentation.
- Engagement with academic sources and evidence.
- Compliance with the stated time limit.
- Evidence of preparation including PowerPoint if required.
- Fluency, ease and persuasiveness of the presentation.
- Fostering of discussion and engagement of audience, as per course requirements.
2. Tutorial Participation
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfil the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
3. Essay
Your essay will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
4. Exam Assessment Criteria
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.ﾠWithout evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
The following are some good general introductory works on the history of genocide. Some of these publications have multiple editions. If you cannot get hold of the latest edition an earlier edition is often satisfactory:
Cathie Carmichael and Richard C. Maguire, eds., The Routledge History of Genocide (London and New York: Routledge, 2015)
Martin Shaw, What is Genocide? (Malden, MA: Polity Press, 2015)
Samuel Totten and William S. Parsons, eds., Centuries of Genocide: Essays and Eyewitness Accounts, 4th ed. (New York and London, Routledge: 2013)
Adam Jones, Genocide: a Comprehensive Introduction, 2nd ed. (London and New York, Routledge: 2011)
Samuel Totten and Paul R. Bartrop, eds., The Genocide Studies Reader (New York and London: Routledge, 2009)
Benjamin A. Valentino, Final Solutions: Mass Killing and Genocide in the 20th Century (Ithaca and London: Cornell University Press, 2004)
William L. Hewitt (ed.), Defining the Horrific: Readings on Genocide and Holocaust in the Twentieth Century (Upper Saddle River, NJ: Pearson
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Week 1: Introduction: Genocide as a Subject of Historical Inquiry Introduction: Genocide as a Subject of Historical Inquiry (No tutorial this week) Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Week 2: Nazi Germany and the Holocaust: The 'Model' Genocide Lecture 2: Nazi Germany and the Holocaust: The ‘Model’ Genocide Tutorial Questions: In what sense is the genocide of the Jews by Nazi Germany the 'model genocide'? What is the status of the Holocaust in genocide studies? How have different historians attempted to explain the reasons for the Holocaust? Is it proper to commemorate the extermination of Gypsies, Romani, homosexuals and the mentally disabled as part of the Holocaust? Why is the Holocaust the best-known genocide of the twentieth century? Is the Holocaust distinct from other genocides? In what way?
Readings "Nuremberg Law for the Protection of the German Blood and of the German Honour of 15 September 1935". Franklin Bialystock, “The Holocaust”, in William L. Hewitt., ed., Defining the Horrific: Readings on Genocide and Holocaust in the Twentieth Century (Upper Saddle River NJ: Pearson-Prentice Hall, 2004), pp. 142-159. Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Week 3: Defining the Crime of Genocide: Lemkin, the UN, the Superpowers, and Lemkin's Critics Lecture 3: Defining the Crime of Genocide: Lemkin, the UN, and the Superpowers, and Lemkin's Critics Tutorial Questions: Discuss Raphael Lemkin's definition of the concept of genocide. How did great power politics after the end of the Second World War shape the definition of the crime of 'genocide'? What problems are there with the definition of genocide in the 1948 UN Convention of the Prevention and Punishment of the Crime of Genocide? Why has the UN Genocide Convention not been more effective? What are the legal and philosophical difference between the concepts of 'genocide' and 'crimes against humanity'? Should the legal definition of genocide take precedence over other definitions? Does it matter whether mass killings are referred to as 'genocide' rather than by another term? Discuss the tension between the principle of national sovereignty and 'humanitarian intervention' by the 'international community'. Readings “UN Convention on the Prevention and Punishment of the Crime of Genocide”, in Samuel Totten and William S. Parsons, Centuries of Genocide: Essays and Eyewitness Accounts (New York and London: Routledge, 2013), pp. 578-58. Philip Spencer, “The Genocide Convention”, in Genocide since 1945 (London and New York: Routledge, 2012), pp. 9-23. “The Issues of Sovereignty and Political Will”, in Samuel Totten and Paul R. Bartrop, eds., The Genocide Studies Reader (New York and London: Routledge, 2009), pp. 287-297. Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Week 4: Victor's Justice? War Crimes Trials in Europe and Asia after World War II Lecture 4: Victor's Justice? War Crimes Trials in Europe and Asia Tutorial Questions: “The post-war War Crimes trials in Nuremberg and Tokyo were nothing more than ‘victors’ justice’”. Argue for or against. Discuss the similarities and differences between the war crimes trials in Nuremberg and Tokyo. What problems were there with the legality of the trials? How successful were these trials in setting a precedent for the prosecution of later perpetrators of genocide and war crimes? What is a 'crime against humanity'? Is it a more useful legal concept that 'genocide'? Is 'victors’ justice' real justice? Readings “The International Military Tribunal at Nuremberg: 1945-1946”, in Howard Ball, Prosecuting War Crimes and Genocide: The Twentieth Century Experience (Kansas City: University of Kansas Press, 1999), pp. 53 – 61; pp. 73 – 79. “Statement by Justice Jackson on War Trials Agreement: August 12, 1945”, cited from The Avalon Project, Yale Law School, “Nuremberg Charges”, cited from The Avalon Project, Yale Law School Peggy O'Donnell, "'Gateway to Hell': A Nazi Mass Grave, Forensic Scientists, and an Australian War Crimes Trial." Holocaust and Genocide Studies 32.3 (2018): 361-83. https://academic-oup-com.ezproxy.library.uq.edu.au/hgs/article/32/3/361/5198998 Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Week 5: The 'Banality of Evil': How Ordinary People Become Complicit in Mass Killings Lecture 5: The 'Banality of Evil': How Ordinary People Become Complicit in Mass Killings Tutorial Questions: What did the political philosopher Hannah Arendt mean by the phrase, the 'banality of evil'? Why was Arendt's observation controversial? What was Browning's argument in his 1992 book, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland, and why was it provocative? Choose an example of a genocidal event or crime against humanity and identify the process by which ordinary people become perpetrators of mass killing. What do the Milgram experiments suggest about the potential of ordinary people to inflict violence on people under their authority? Readings Hannah Arendt, Eichmann in Jerusalem: a report on the Banality of Evil (New York and London: Penguin: 1994), pp. 287-9. "Biography of Adolf Eichmann" from ‘Adolf Eichmann: The Functionary and the Symbol’, in Israel W. Charny, (ed.), Encyclopaedia of Genocide Volume I, A-H, Santa Barbara, Cal.; Denver Col., Oxford, England: ABC-CLIO, 1999, pp. 208–13. “The Psychology of Perpetrators”, in Adam Jones, Genocide: a Comprehensive Introduction (London and New York: Routledge, 2006), pp. 270-275. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Week 6: Genocide Denial: The Armenians, the Holocaust, and Beyond Lecture 6: Genocide Denial: The Armenians, the Holocaust, and Beyond Tutorial Questions: Explain the phenomenon of genocide denial, identifying cases from around the world. Discuss the different forms of genocide denial. Choose an instance of genocide denial and identify the motivation and processes of the deniers. Should genocide denial be made illegal? Why/why not? How have victims of genocide or crimes against humanity themselves attempted to preserve the history of such events? Discuss the recent trend of 'genocide recognition politics' - the process by which governments recognise mass killing events in the past as 'genocide'. Readings Richard G. Hovannisian, “The Armenian Genocide and Patterns of Denial”, in William L. Hewitt., ed., Defining the Horrific: Readings on Genocide and Holocaust in the Twentieth Century (Upper Saddle River NJ: Pearson-Prentice Hall, 2004), pp. 104-119. “Denial of Genocide”, in The Genocide Studies Reader (New York and London: Routledge, 2009), pp. 517-531. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Week 7: Genocide, Colonialism, and Indigenous Peoples: The Case of the Australian Aborigines Lecture 7: Genocide, Colonialism, and Indigenous Peoples: The Case of the Australian Aborigines Tutorial Questions: How did Raphael Lemkin view the question of genocide and indigenous peoples? How have indigenous activist groups and historians viewed the issue of genocide in the history of indigenous peoples in Australia since the 1960s? What was the view of the Australian historian of frontier violence, Henry Reynolds, on the question of genocide? Discuss the issue of 'intent' in debates about genocide and indigenous peoples. Readings “Genocides of Indigenous Peoples”, in Adam Jones, Genocide: a Comprehensive Introduction (London and New York: Routledge, 2006), pp. 67-86. Ward Churchill, A Little Matter of Genocide; Holocaust and Denial in the Americas, 1492 to the Present (San Francisco: City Lights Books, 1997), pp. 1-12. A. Dirk Moses, 'Genocide and Holocaust Consciousness in Australia', History Compass 1.1 (2003): 1-13. Tony Barta, 'After the Holocaust: Consciousness of Genocide in Australia', The Australian Journal of Politics and History, vol. 31, no. 1 (1985): 154-61 Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Week 8: Genocide in the Cold War I: Communism and Mass Killings in the USSR, the PRC, and Cambodia Lecture 8: Genocide in the Cold War I: Communism and Mass Killings in the USSR, the PRC, and Cambodia Tutorial Question: How did communist revolutions create conditions in which genocide or crimes against humanity could take place? Choose an example of mass killing perpetrated by a communist regime and consider whether ideology was the prime motivator in the violence. What other factors were involved besides ideology? Discuss the process by which the great famine in Ukraine in 1932-33 during the Soviet period was classified as 'genocide'. The UN Genocide Convention's definition of genocide omitted 'political groups' from its list of targetted groups. How significant was this omission in the context of the Cold War? How useful is the term “politicide” for labelling such mass killings? Readings James E. Mace, ‘Soviet Man-Made Famine in Ukraine,’ in Century of Genocide: Eyewitness Accounts and Critical Views (New York and London: Garland Publishing, 1997), pp. 78 – 90. Jean-Louis Margolin, “The Greatest Famine in History” (1959-1961)” in William L. Hewitt., ed., Defining the Horrific: Readings on Genocide and Holocaust in the Twentieth Century (Upper Saddle River NJ: Pearson-Prentice Hall, 2004), pp.211-218. Ben Kiernan, “The Cambodian Genocide 1975-1979”, in Samuel Totten and William S. Parsons, eds., Century of Genocide: Critical Essays and Eyewitness Accounts (New York and London: Routledge, 2013), pp. 317-350. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9: Genocide in the Cold War II: The Indonesian Massacres of 1965-66 Lecture 9: Genocide in the Cold War II: The Indonesian Massacres of 1965-66 Tutorial Questions: Why are the 1965-66 mass killings of suspected communists in Indonesia not more widely known? Do these killings in Indonesia constitute 'genocide'? Why/why not? Why has the history of the events of 1965-66 recently attracted such interest? Discuss the controversy over the recent documentaries by the US film-maker Joshua Oppenheimer on the 1965-66 killings in Indonesia, The Act of Killing (2012) and The Look of Silence (2014). Discuss the reasons behind the mass killings of communists and suspected communists in Indonesia in 1965-66. Discuss the sexualized form of violence in the 1965-66 killings in Indonesia. How are men and women targeted differently in incidents of mass violence or genocide? Readings Robert Cribb, "Genocide in Indonesia 1965-1966", Journal of Genocide Research, 3:2 (2001): 219-239. Annie Pohlman, “The Spectre of Communist Women, Sexual Violence and Citizenship in Indonesia” Sexualities, Vol. 20, 1-2 (2017), pp. 196-211. "Gendering Genocide”, in Adam Jones, Genocide: a Comprehensive Introduction (London and New York: Routledge, 2006), pp. 325-336. Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (06 Oct - 12 Oct) |
Lecture |
Week 10: Reconciliation after Mass Atrocities: The Concept of "Transitional Justice" Lecture 10: Reconciliation after Mass Atrocities: The Concept of 'Transitional Justice' Tutorial Questions: How 'just' and 'useful' are Truth and Justice Commissions? Answer with reference to at least one historical example of such a commission. Discuss the tension between the search for justice for victims of genocide or mass atrocities, and the desire for 'national reconciliation'. Explain the concept of 'transitional justice'. Evaluate the arguments for and against 'transitional justice'. To what extent is the issue of reconciliation a political, rather than a moral, problem? How important to the process of reconciliation is preserving the history and memory of mass killings? How should genocide or crimes against humanity be remembered? Readings Ernesto Verdeja, “Transitional Justice and Genocide”, in Joyce Apsel and Ernesto Verdeja.. eds., Genocide Matters: Ongoing Issues and Emerging Perspectives (London and New York: Routledge, 2013), pp. 172-94. Kenneth Christie, The South African Truth Commission (Basingstoke, UK: Macmillan; New York: St Martin’s Press, 2000), pp. 54-64; 120-4. ‘From Madness to Hope: the 12-Year War in El Salvador: Report of the Commission on the Truth for El Salvador,’ cited from the United States Institute of Peace. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Week 11: 'Ethnic Cleansing': The former Yugoslavia and Rwanda in the 1990s Lecture 11: 'Ethnic Cleansing': The Former Yugoslavia and Rwanda in the 1990s Tutorial Questions: Discuss the origin of the concept of 'ethnic cleansing'. Why has ethnicity been so politicized in the twentieth century? Choose an example of genocide in either the former Yugoslavia or Rwanda and discuss the reasons why ethnicity played such an important role in the violence. How was ethnic identity defined in the cases of the former Yugoslavia and Rwanda? What other factors contributed to the genocide in these two cases? Discuss the historical roots of the enmity between different ethnic groups in these two countries. How important is this history in explaining the violence? How can this history be overcome? Readings Robert Melson, “Modern Genocide in Rwanda: Revolution, War, and Mass Murder in an African State”, in Robert Gellately and Ben Kiernan, eds., The Spectre of Genocide: Mass Murder in Historical Perspective (Cambridge: Cambridge University Press, 2003), pp. 325-338. “Genocidal Violence in the Former Yugoslavia: Bosnia Herzegovina” in Samuel Totten and William S. Parsons, eds., Centuries of Genocide: Essays and Eyewitness Accounts, 4th ed. (New York and London, Routledge: 2013), pp. 476-89. Anthony Marino, “Bosnia v. Serbia and the Status of Rape as Genocide under International Law”, Boston University International Law Journal, Vol. 27 Issue 1, 2009, pp. 205-229. Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Week 12: Anticipating and Preventing Genocide Lecture 12: Anticipating and Preventing Genocide Tutorial Questions: Discuss some of the mechanisms that scholars, NGOs, and international organisations have devised with the aim of preventing genocide, such as the various 'Early Warning' concepts. How effective do you think these mechanisms are? Discuss the political tensions between the principle of national sovereignty and 'humanitarian intervention'. Is 'humanitarian intervention' a euphemism for a new kind of imperialism? Course Reader Israel W. Charney, ‘Israel Charney’s Genocide Early Warning Processes', in Israel W. Charney (ed.), Encyclopaedia of Genocide, V. 1 (Santa Barbara, Cal.:ABC-CLIO, 1999), pp. 257-260. Gregory H. Stanton, “The Eight Stages of Genocide”, in Genocide Watch: the International Alliance to End Genocide <http://www.genocidewatch.org/genocide/8stagesofgenocide.html> Barbara Harff, “The Etiology of Genocides”, in Samuel Totten and Paul R. Bartrop, eds., The Genocide Studies Reader (New York and London, Routledge: 2009), pp. 108-120. Robert O. Collins, ‘Disaster in Darfur: Historical Overview,’ in Samuel Totten and Eric Markusen (eds), Genocide in Darfur: Investigating the Atrocities in the Sudan (New York and London: Routledge, 2006), pp. 1 – 24. Nikki Marczak, "A Century Apart: The Genocidal Enslavement of Armenian and Yazidi Women", in A Gendered Lens for Genocide Prevention, edited by Mary Michele Connellan and Christiane Frohlich, (London: Palgrave Macmillan, 2018), pp. 133-62. [access vis Blackboard] Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Week 13: The Rise and Fall of 'Responsibility to Protect' (R2P) No tutorial Learning outcomes: L01, L02, L03, L04, L05 |
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