Grade by Grade
E. The World since 1900 · The World since 1900

Genocide and Crimes against Humanity

E2 E3 E3.2 A1.3 A1.7 A1About 75 minutes
Learning goals
  • I can explain the legal definition of genocide and how it was created.
  • I can describe genocides of the twentieth century in Armenia, Ukraine, Cambodia, Rwanda and Bosnia.
  • I can use Stanton's stages to identify warning signs.
  • I can evaluate how the world has tried to punish and prevent genocide.

Words to know

genocide
Acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group.
crime against humanity
A widespread or systematic attack on civilians, such as murder, enslavement or persecution.
intent
A deliberate aim or purpose; in genocide law, the aim to destroy a group.
Holodomor
The man-made famine in Soviet Ukraine in 1932–1933; the word means "death by hunger".
tribunal
A court set up for a particular purpose, such as trying war crimes.
denial
Refusing to admit that a genocide happened or minimizing it.
cultural genocide
Destroying a group's culture, language and identity, for example by removing children; not a separate crime in the Convention.

A word for a crime without a name

In 1941, Winston Churchill said that the world was in the presence of "a crime without a name". The Polish-Jewish lawyer Raphael Lemkin had already been searching for one. He had studied the mass murder of Armenians in the Ottoman Empire, and he had fled the Nazis; dozens of his own relatives were murdered in the Holocaust. In 1944 he joined the Greek word genos (race, people) with the Latin -cide (killing) to create a new word: genocide.

Lemkin then campaigned for an international law. The United Nations adopted the Convention on the Prevention and Punishment of the Crime of Genocide on December 9, 1948, one day before the Universal Declaration of Human Rights.

Before you start

This lesson describes mass atrocities. It does not use graphic detail, but it is still heavy. Pause when you need to, and talk with a trusted adult. There is no humour block in this lesson on purpose.

The legal definition

Article II of the Genocide Convention defines genocide as acts "committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such". The acts are:

  1. killing members of the group;
  2. causing serious bodily or mental harm to members of the group;
  3. deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;
  4. imposing measures intended to prevent births within the group;
  5. forcibly transferring children of the group to another group.

Two points matter. First, intent must be proven, which is difficult. Second, the definition covers only national, ethnic, racial and religious groups; mass killing of political opponents or social classes is a crime against humanity but may not be genocide in law. Historians and lawyers sometimes disagree about whether events meet the legal test. Some scholars also use the term cultural genocide for policies meant to destroy a group's culture and identity, such as forcibly transferring children, an idea you will meet in Indigenous Peoples Worldwide.

Cases since 1900

The Armenian Genocide (1915–1923). During the First World War, the Ottoman government arrested Armenian leaders in Constantinople on April 24, 1915, then deported Armenian communities toward the Syrian desert. Men were often killed outright; women, children and the elderly died on death marches and in camps from violence, hunger and disease. Estimates of the dead range from about 600 000 to more than one million; Armenian sources often give 1.5 million. The estimates differ mainly because sources disagree about how many Armenians lived in the empire before 1915 (Ottoman census figures are lower than Armenian Church figures) and how many survived. Assyrian and Greek Christians were also targeted. Canada's Parliament recognized the Armenian Genocide in 2004. The government of Turkey still rejects the term genocide.

The Holodomor (1932–1933). Stalin's grain requisitions and collectivization caused a famine that killed millions of people in Soviet Ukraine, with most demographic estimates (reconstructed from Soviet census and registration records) between about 3.5 and 5 million, while the regime sealed off starving villages. In 2008 Canada passed a law recognizing the Holodomor as genocide. Some historians debate whether Stalin intended to destroy Ukrainians as a national group or whether the famine came from brutal policies aimed at peasants generally; a famine in Kazakhstan in the same years also killed more than a million people.

The Holocaust (1941–1945) and the genocide of the Roma and Sinti are covered in The Holocaust.

Cambodia (1975–1979). The Khmer Rouge under Pol Pot emptied cities and forced people into rural labour camps to build an agrarian communist society. About 1.5 to 2 million people, roughly a fifth to a quarter of the population, died from execution, starvation and overwork. Educated people, religious groups and ethnic minorities were targeted. In 2018 a UN-backed court convicted the two surviving senior Khmer Rouge leaders of genocide against the Vietnamese minority, and one of them also of genocide against the Cham Muslim minority.

Rwanda (1994). After decades of colonial-era classification of Rwandans as "Hutu" and "Tutsi" on identity cards, and after a civil war, Hutu extremists began killing on April 7, 1994. In about 100 days, an estimated 500 000 to more than 1 million people were murdered (800 000 is the figure most often cited; a 2002 Rwandan government census of victims counted more than 1 million), most of them Tutsi, along with Hutu who opposed the killing. Radio stations such as RTLM spread propaganda calling Tutsi "cockroaches". The Canadian general Roméo Dallaire, commander of the small UN force, had warned UN headquarters in January 1994 and asked for authority to act; instead, the UN reduced his force.

Srebrenica (1995). During the war in Bosnia, Bosnian Serb forces captured the UN "safe area" of Srebrenica in July 1995 and killed about 8000 Bosniak (Bosnian Muslim) men and boys. Two international courts have ruled it a genocide.

Genocides recognized by courts or many governments (not to scale)1915–1923Armenians in theOttoman Empire1932–1933Holodomor(Ukraine)1941–1945The Holocaust;Roma and Sinti1948GenocideConvention1975–1979Cambodia(Khmer Rouge)1994Tutsi inRwanda1995Srebrenica(Bosnia)
Genocides happened throughout the century, even after the 1948 Convention promised "never again".

Can genocide be predicted and prevented?

The genocide scholar Gregory Stanton describes genocide as a process with stages. His model began with eight stages in 1996 and was expanded to ten. It is a tool for recognizing warning signs, not a law of history: stages overlap and do not always come in order.

Gregory Stanton's ten stages of genocide1. Classification2. Symbolization3. Discrimination4. Dehumanization5. Organization6. Polarization7. Preparation8. Persecution9. Extermination10. DenialStages can overlap and happen at the same time. Every stage can be stopped.Denial continues during and long after the killing.
Read the stages in order. Notice how many stages come before mass killing; each one is a chance to intervene.

Justice after genocide

  • The International Military Tribunal at Nuremberg (1945–1946) tried Nazi leaders for war crimes and crimes against humanity.
  • The UN created special tribunals for the former Yugoslavia (1993) and Rwanda (1994). In 1998 the Rwanda tribunal convicted Jean-Paul Akayesu, a mayor, of genocide: the first such conviction by an international court. It also ruled that rape can be an act of genocide.
  • The International Criminal Court (ICC), set up by the Rome Statute of 1998, began work in 2002 in The Hague. Canada was a strong supporter.
  • Rwanda also used local community courts called gacaca to try nearly two million cases and encourage reconciliation.

Justice is often slow and partial. Many perpetrators were never tried, and denial, the last of Stanton's stages, continues in many cases.

Worked example

Modelled example: Does it meet the definition? (A1.7)

Historians and lawyers debate whether the Holodomor meets the legal definition of genocide. Model how to build and test an argument.

  1. State the test: genocide requires acts against a national, ethnic, racial or religious group, committed with intent to destroy it in whole or in part.
  2. Evidence for: Ukraine was hit with harsher grain quotas than many regions; starving peasants were blocked from leaving Ukraine to look for food; at the same time the regime cracked down on Ukrainian cultural and political leaders. This suggests the regime targeted Ukrainians as a nation.
  3. Evidence against (or complicating): the famine also struck Kazakhstan and parts of Russia; some historians argue the regime's main target was peasants as a class, which the Convention does not cover.
  4. Weigh it: the policies were clearly criminal and caused mass death. The disagreement is mainly about intent and the legal category, not about whether the famine happened or whether the regime was responsible.
  5. Conclude with care: state your judgement and acknowledge the strongest counter-argument.

Sample conclusion: The Holodomor meets the definition of genocide because Soviet policies singled out Ukraine and deliberately prevented starving Ukrainians from escaping, combined with an attack on Ukrainian national life; some historians stress that peasants elsewhere also suffered, but the evidence of targeting Ukraine supports Canada's 2008 recognition.

Hands-on activity

Warning signs in the news

You need: a newspaper or a reliable news website (CBC, The Canadian Press, Reuters, AP), a notebook.

  1. Read Stanton's ten stages again.
  2. Over one week, look for news stories about hate speech, discrimination or persecution against a group anywhere in the world, including Canada.
  3. For one story, identify which stage(s) the events might match, and write what evidence you used.
  4. Find out what one organization (for example, the UN Office on Genocide Prevention and the Responsibility to Protect, or Amnesty International) says about that situation.
  5. Write a short paragraph: What could governments, organizations or ordinary people do at this stage?

What to look for: careful, evidence-based language ("may match", "signs of"), a credible source, and realistic actions. Avoid labelling events as genocide without evidence.

Your turn

1

Who created the word "genocide", and when?

2

Which groups does the Genocide Convention protect?

3

Why is genocide difficult to prove in court?

4

What happened in Rwanda in 1994?

5

Who was Roméo Dallaire?

6

Name two courts or tribunals that have tried genocide or related crimes.

More practice: warm-up

1

When was the Genocide Convention adopted?

2

Who led the Khmer Rouge?

3

On what date is the Armenian Genocide commemorated?

4

About how many Bosniak men and boys were killed at Srebrenica?

5

What is the last of Stanton's ten stages?

More practice: on your own

1

Explain the difference between genocide and crimes against humanity.

2

How did colonial rule contribute to the genocide in Rwanda?

3

Why did the Rwanda tribunal's Akayesu judgement matter?

4

What role did media play in Rwanda?

5

Why do some states deny genocides?

Challenge

1

Evaluate the claim: "The Genocide Convention has failed."

2

Apply Stanton's stages to Rwanda: identify evidence for at least four stages.

3

Why might historians and lawyers reach different conclusions about whether an event was genocide?

Check your understanding

Quiz

1.

What must be proven for an act to be genocide under the 1948 Convention?

2.

Who coined the word "genocide"?

3.

Which minorities did a UN-backed court rule were victims of genocide by the Khmer Rouge?

4.

Which statement about Canada and the Holodomor is correct?

5.

What is the main purpose of Stanton's ten stages?

6.

What did the UN do after Roméo Dallaire warned of coming mass killing in Rwanda?

For parents and teachers

Big idea: Genocides of the twentieth century (E2), the people who fought to name, prevent and punish them, such as Raphael Lemkin (E3.2), and how historians and courts judge evidence (A1.3, A1.7).

How to help: Let your teen lead the conversation. A good question is "What could have been done earlier?" Some families have direct connections to the Armenian Genocide, the Holodomor, Cambodia, Rwanda or Bosnia; their stories deserve respect and privacy.

Sensitive content: This lesson describes mass atrocities without graphic detail. There is no humour block. Watch for distress, especially in teens with family histories of genocide or war.

Common difficulties:

  • Thinking genocide means only mass killing. The legal definition includes other acts, such as forcibly transferring children.
  • Confusing the legal definition with everyday use of the word.
  • Assuming "never again" came true after 1948.