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Pre- Genocide 180571_Humanity in Action_UK.indd 1 23/08/2018 11.51 © The contributors and Humanity In Action (Denmark) 2018 Editors: Anders Jerichow and Cecilie Felicia Stokholm Banke Printed by Tarm Bogtryk Design: Rie Jerichow Translations from Danish: Anders Michael Nielsen ISBN 978-87-996497-1-6 Contributors to this anthology are unaware of - and of course not liable for – contributions other than their own. Thus, there is no uniform interpretation of genocides, nor a common evaluation of the readiness to protect today. Humanity In Action and the editors do not necessarily share the authors' assessments. Humanity In Action (Denmark) Dronningensgade 14 1420 Copenhagen K Phone +45 3542 0051 180571_Humanity in Action_UK.indd 2 23/08/2018 11.51 Anders Jerichow and Cecilie Felicia Stokholm Banke (ed.) Pre-Genocide Warnings and Readiness to Protect Humanity In Action (Denmark) 180571_Humanity in Action_UK.indd 3 23/08/2018 11.51 Contents Judith Goldstein Preparing ourselves for the future .................................................................. 6 Anders Jerichow: Introduction: Never Again? ............................................................................ 8 I. Genocide Armenian Nation: Inclusion and Exclusion under Ottoman Dominance – Taner Akcam ........... 22 Germany: Omens, hopes, warnings, threats: – Antisemitism 1918-1938 - Ulrich Herbert ............................................................................................. 30 Poland: Living apart – Konstanty Gebert ................................................................... -
Guatemala Timeline
Guatemala Timeline 1954: The U.S. backs a coup led by Carlos Castillo Armas against Guatemala's president, Jacobo Arbenz, which halts land reforms. Castillo Armas becomes President and takes away voting rights for illiterate Guatemalans. 1957: On July 26, President Armas is killed. 1960: The violent Guatemalan Civil War begins between the government's army and left-wing groups. Thousands of murders, rapes, tortures, and forced disappearances were executed by the Government toward the indigenous peoples. 1971: 12,000 students of the Universidad de San Carlos protest the soaring rate of violent crime. 1980: Maya leaders go to the Spanish Embassy in Guatemala to protest the numerous disappearances and assassinations by the State and to ask that the army be removed from their department, El Quiché. Security forces respond by burning the Embassy, which results in 37 deaths. 1982: Under President/Dictator Ríos Mont, the Scorched Earth policy targeting indigenous groups goes into effect. Over 626 indigenous villages are attacked. The massacre of the Ixil people and the Dos Erres Massacre are two of the most severe genocides during this time. 1985: Guatemala's Constitution includes three articles protecting the indigenous. Article 66 promotes their daily life, including their dress, language, and traditions. Article 67 protects indigenous land, and Article 68 declares that the State will give land to indigenous communities who need it for their development. 1985: The Academy of Mayan Languages of Guatemala (ALMG), which promotes and advocates for the use of the twenty-two Mayan languages in the public and private spheres, is recognized as an autonomous institution funded by the government. -
Conflict Profile
MODERN CONFLICTS: CONFLICT PROFILE Iraq (Kurds) (1961 - 1996) The Kurds are an ethnic group in northern Iraq and neighboring Turkey and Iran. There are longstanding conflicts between the Kurds and the governments of all three countries (see also Turkey-Kurds conflict profile). Sustained warfare between the Iraqi government and Kurdish fighters dates from 1961. In the first phase of the war, the Iraqi government controlled the cities and major towns, while Kurdish peshmerga fighters controlled the mountains. Iraq used aerial bombardment while the Kurds relied mainly on guerrilla tactics. An agreement that would have granted autonomy to the Kurds in was almost signed in >> MODERN CONFLICTS 1970, but the two parties could not agree to the division of oil rights and the fighting HOME PAGE resumed. With increased support from the U.S. Central Intelligence Agency and the Iranian government, the Kurds escalated the war. In 1975, when the CIA and Iran cut off >> CONFLICTS MAP their support, the Kurdish forces were significantly weakened. This phase of the war was >> CONFLICTS TABLE characterized by mass displacements, summary executions, and other gross human rights >> PERI HOME PAGE violations. In 1979, when Saddam Hussein became president of Iraq, he intensified the repression against the Kurds. Though Kurds resisted, large-scale fighting did not resume until the mid-1980s when Iran, now fighting its own war with Iraq, renewed support for the peshmerga. In 1987, Saddam Hussein appointed his cousin, General Ali Hassan al-Majid, to subdue the Kurds. “Chemical Ali,” as he came to be known because of his use of chemical weapons, launched the Anfal campaign that resulted in the deaths of approximately 100,000 Kurds, the displacement of hundreds of thousands of others, and the destruction of more than 2,000 Kurdish villages. -
Genocides Andconflicts
0 1 Genocides and Conflicts in the 20th and 21st Centuries Preface This book provides summaries of some of the mass atrocities that have occurred in the last hundred years. We have intentionally included conflicts that often are not studied in courses about genocide. We encourage readers to learn about these events for two reasons: first, when knowledge of these atrocities is not part of our shared history and memory, those who suffered, and their once- vibrant cultures and communities, are made invisible yet again. Second, it is important for us to realize the breadth of genocides across time and place. ‘Never again’ has come to mean ‘over and over again.’ Perhaps if we can recognize that genocide is a wide-ranging and repetitive scourge on the planet, we can someday reach a world without genocide. Thanks go to Jacob Simpson, Research and Advocacy Associate, and Amalie Wilkinson, Research Intern, for their work on this book. 2 Table of Contents Native Americans, 1492-Present ............................................................................................ 3 Namibia, 1904-1907 ............................................................................................................... 5 The Armenian Genocide, 1915-1923 ....................................................................................... 7 The Ottoman Christian Genocide, 1915-23 ..............................................................................9 The Holodomor, 1932-1933................................................................................................. -
Genocide, Ethnocide, Ecocide, with Special Reference to Indigenous Peoples: a Bibliography
Genocide, Ethnocide, Ecocide, with Special Reference to Indigenous Peoples: A Bibliography Robert K. Hitchcock Department of Anthropology and Geography University of Nebraska-Lincoln Lincoln, NE 68588-0368 [email protected] Adalian, Rouben (1991) The Armenian Genocide: Context and Legacy. Social Education 55(2):99-104. Adalian, Rouben (1997) The Armenian Genocide. In Century of Genocide: Eyewitness Accounts and Critical Views, Samuel Totten, William S. Parsons and Israel W. Charny eds. Pp. 41-77. New York and London: Garland Publishing Inc. Adams, David Wallace (1995) Education for Extinction: American Indians and the Boarding School Experience 1875-1928. Lawrence: University Press of Kansas. Africa Watch (1989) Zimbabwe, A Break with the Past? Human Rights and Political Unity. New York and Washington, D.C.: Africa Watch Committee. Africa Watch (1990) Somalia: A Government at War With Its Own People. Testimonies about the Killings and the Conflict in the North. New York, New York: Human Rights Watch. African Rights (1995a) Facing Genocide: The Nuba of Sudan. London: African Rights. African Rights (1995b) Rwanda: Death, Despair, and Defiance. London: African Rights. African Rights (1996) Rwanda: Killing the Evidence: Murders, Attacks, Arrests, and Intimidation of Survivors and Witnesses. London: African Rights. Albert, Bruce (1994) Gold Miners and Yanomami Indians in the Brazilian Amazon: The Hashimu Massacre. In Who Pays the Price? The Sociocultural Context of Environmental Crisis, Barbara Rose Johnston, ed. pp. 47-55. Washington D.C. and Covelo, California: Island Press. Allen, B. (1996) Rape Warfare: The Hidden Genocide in Bosnia-Herzogovina and Croatia. Minneapolis: University of Minnesota Press. American Anthropological Association (1991) Report of the Special Commission to Investigate the Situation of the Brazilian Yanomami, June, 1991. -
GLOBAL BURDEN of ARMED VIOLENCE 2011 ISBN 978-1-107-60679-1 Takes an Integrated an Takes 2011
he Global Burden of Armed Violence 2011 takes an integrated approach to the complex and volatile dynamics of armed GENEVA T violence around the world. Drawing on comprehensive country- DECLARATION level data, including both conflict-related and criminal violence, it estimates that at least 526,000 people die violently every year, more than three-quarters of them in non-conflict settings. It highlights that the 58 countries with high rates of lethal violence account for two- thirds of all violent deaths, and shows that one-quarter of all violent GLOBAL deaths occur in just 14 countries, seven of which are in the Americas. New research on femicide also reveals that about 66,000 women GLOBAL BURDEN VIOLENCE and girls are violently killed around the world each year. 2 0 1 1 1 1 1 1 This volume also assesses the linkages between violent death rates and socio-economic development, demonstrating that homicide rates are higher wherever income disparity, extreme poverty, and hunger are high. It challenges the use of simple analytical classifications and policy responses, and offers researchers and policy-makers new tools for studying and tackling different forms of violence. of ARMED VIOLENCE o f ARMED BURDEN Photos Top left: Rescuers evacuate a wounded person from Utoeya, Norway, July 2011. © Morten Edvarsen/AFP Photo Lethal Centre left: Morgue workers transport a coffin to be buried along with other unidentified bodies found in mass graves, Durango, Mexico, June 2011. © Jorge Valenzuela/Reuters Encounters Bottom right: An armed fighter walks past a burnt-out armed vehicle in the Abobo 2011 district of Abidjan, Côte d’Ivoire, March 2010. -
Saddam Hussein's Use of Nerve Gas on Civilians at Halabja
James Madison University JMU Scholarly Commons Senior Honors Projects, 2010-current Honors College Spring 2019 A war of frustration: Saddam Hussein’s use of nerve gas on civilians at Halabja (1988) and the American response Christopher Huber Follow this and additional works at: https://commons.lib.jmu.edu/honors201019 Part of the Islamic World and Near East History Commons, Military History Commons, and the United States History Commons Recommended Citation Huber, Christopher, "A war of frustration: Saddam Hussein’s use of nerve gas on civilians at Halabja (1988) and the American response" (2019). Senior Honors Projects, 2010-current. 683. https://commons.lib.jmu.edu/honors201019/683 This Thesis is brought to you for free and open access by the Honors College at JMU Scholarly Commons. It has been accepted for inclusion in Senior Honors Projects, 2010-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. A War of Frustration: Saddam Hussein’s Use of Nerve Gas on Civilians at Halabja (1988) and the American Response _______________________ An Honors College Project Presented to the Faculty of the Undergraduate College of Arts and Letters James Madison University _______________________ by Christopher Brian Huber May 2019 Accepted by the faculty of the Department of History, James Madison University, in partial fulfillment of the requirements for the Honors College FACULTY COMMITTEE: HONORS COLLEGE APPROVAL: Project Advisor: Raymond M. Hyser , PhD Bradley R. Newcomer, PhD., Professor, History Dean, Honors College Reader: Philip D. Dillard, PhD Professor, History Reader: John J. Butt, PhD Professor, History PUBLIC PRESENTATION This work is accepted for presentation, in part or in full, at MadRush on March 16, 2019. -
Recognizing the Killings of Iraqi Kurds As Genocide
Recognising the killings of Iraqi Kurds as genocide Standard Note: 6560 Last updated: 21 February 2013 Authors: Ben Smith and Arabella Lang Section International Affairs and Defence Section Under Saddam Hussein’s rule many thousands of Iraqi Kurds were killed over several decades. This included chemical weapons attacks, for instance at Halabja, and mass executions and internment, culminating in the ‘Anfal’ campaigns of 1988. The UK does not officially recognise this as genocide, although several bodies (including courts in Iraq and the Netherlands) have done so. In the UK there is no clear process for officially recognising events as genocide, but the UK can prosecute people for genocide even if the events took place outside the UK (after 1991). Under the 1948 Genocide Convention, genocide is defined as mass killings or other acts intended to destroy a particular group of people. States must prevent or punish genocide, individually or through the UN, and the International Criminal Court can be involved (for events after 2002). Contents 1 Were the killings of Iraqi Kurds genocide? 2 2 United Nations action on the killings 2 3 UK approach 3 4 The definition of genocide 4 5 States’ obligation to ‘prevent or punish’ genocide 5 6 Crimes against humanity and war crimes 6 This information is provided to Members of Parliament in support of their parliamentary duties and is not intended to address the specific circumstances of any particular individual. It should not be relied upon as being up to date; the law or policies may have changed since it was last updated; and it should not be relied upon as legal or professional advice or as a substitute for it. -
Violence Against Civilians As a Strategy in Counter-Insurgency Campaigns the Case of the Pakistani Civil War of 1971
Violence against civilians as a strategy in counter-insurgency campaigns The Case of the Pakistani Civil War of 1971 Syed Muhammad Saad/11790709 MA Political Science (International Relations) Supervisor: Seiki Tanaka Second Reader: Mike Medeiros June 2018 1 Contents Abstract ................................................................................................................................................... 2 Introduction ............................................................................................................................................. 3 Literature Review .................................................................................................................................... 9 The link between strategy and violence .............................................................................................. 9 The case of the Pakistani Civil War .................................................................................................. 12 Empirical observations and analysis ..................................................................................................... 19 Research Design................................................................................................................................ 19 The systematic extermination and expulsion of Hindus ................................................................... 21 Causal mechanisms behind Hindu targeting ..................................................................................... 26 Other arguments -
Outline Lesson Plan - Secondary (KS4-5/Age 14-16)
Outline Lesson Plan - Secondary (KS4-5/Age 14-16) Aim: 1. To learn about the International crime of Genocide. 2. To learn how to take action to prevent Genocide. 3. To consider what responsibilities should be placed on us as human beings. 4. To discover how the rights of Bosnians/Palestinians/Rwandans/Holocaust victims amongst others were systematically taken away. Objective: By the end of this lesson, students should be able to: Explain what genocide is. Identify genocides of the 20th Century. Think critically about the responsibility of the international community in preventing genocide. Explain key events in history of the genocide that you have chosen to discuss. 1. Group Activity Time Teacher Activity Pupil activity Scale 5min Split the class into to four groups: Split up into 4 teams 1. Red 2. Yellow 3. Blue 4. Green 15min Ask the series of questions General Quiz Answering the quiz questions in their Keep the following ‘basic necessities’ on the different groups. resource page ready to hand out as prizes for each right question: 1. House 2. Water 3. Food 4. Education 5. Freedom of speech General Quiz 1. What is the capital of Australia? Answer: Canberra 1 Point, Prize: 1 House, 2 Water, 2 Food, 1 Education, 1 Freedom of Speech, 2. When did the First World War take place? Answer: 1914 -1918 1 Point, Prize: 3 House, 1 Water, 1 Food, 2 Education, 2 Freedom of Speech 3. What is the name of the largest ocean on earth? Answer: The Pacific Ocean 1 Point, Prize: 2 House, 4 Water, 2 Food, 2 Education, 5 Freedom of Speech 4. -
By Any Other Name: How, When, and Why the US Government Has Made
By Any Other Name How, When, and Why the US Government Has Made Genocide Determinations By Todd F. Buchwald Adam Keith CONTENTS List of Acronyms ................................................................................. ix Introduction ........................................................................................... 1 Section 1 - Overview of US Practice and Process in Determining Whether Genocide Has Occurred ....................................................... 3 When Have Such Decisions Been Made? .................................. 3 The Nature of the Process ........................................................... 3 Cold War and Historical Cases .................................................... 5 Bosnia, Rwanda, and the 1990s ................................................... 7 Darfur and Thereafter .................................................................... 8 Section 2 - What Does the Word “Genocide” Actually Mean? ....... 10 Public Perceptions of the Word “Genocide” ........................... 10 A Legal Definition of the Word “Genocide” ............................. 10 Complications Presented by the Definition ...............................11 How Clear Must the Evidence Be in Order to Conclude that Genocide has Occurred? ................................................... 14 Section 3 - The Power and Importance of the Word “Genocide” .. 15 Genocide’s Unique Status .......................................................... 15 A Different Perspective .............................................................. -
Holocaustand
HOLOCAUST and GENOCIDE Trials April 11–13, 2018 35Th CONFERENCE ON THE HOLOCAUST AND GENOCIDE Conference is FREE and open to the public. For more information on conference events, visit millersville.edu/holocon. 35TH CONFERENCE ON THE HOLOCAUST AND GENOCIDE MILLERSVILLE UNIVERSITY OF PENNSYLVANIA HOLOCAUST and GENOCIDE Trials April 11–13, 2018 DIRECTOR ............................................Victoria Khiterer ADVISORY BOARD ............................Lawrence Baron (San Diego State University) .............................................................Holli Levitsky (Loyola Marymount University) .............................................................Antony Polonsky (Brandeis University) .............................................................David Shneer (University of Colorado Boulder) .............................................................Maxim D. Shrayer (Boston College) COMMITTEE MEMBERS ..................Onek Adyanga, Tanya Kevorkian ADMINISTRATIVE ASSISTANT ......Maggie Eichler GRADUATE ASSISTANT ..................Lauren Cameron CONFERENCE PATRONS Dr. Tanya E. Kevorkian | Mr. and Mrs. P. Alan Loss, CFP Dr. and Mrs. Robert A. Matlin | Dr. & Mrs. Bruce H. Pokorney Stephanie and Bob Zuckerman | Victoria and Steve Zuckerman The Holodomor Research and Education Consortium The Conference Committee is pleased to acknowledge the support of the Offices of the President, Provost and Dean of the College of Arts, Humanities and Social Sciences. Conference | Conference TRANSPORTATION Limited shuttle transportation from