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Program Collaboration on a Global Genocide Project Monday, March 3, 2014, 08: 00 AM Program Collaboration on a Global Genocide Project Monday, March 3, 2014, 08: 00 AM - 09: 00 AM, Grand Ballroom A Cindy Epperson Ph. D Professor, Sociology Tim Linder Ph. D. Associate Professor, Art

Mission Statement St. Louis Community College expands minds and changes lives every day. We Mission Statement St. Louis Community College expands minds and changes lives every day. We create accessible, dynamic learning environments focused on the needs of our diverse communities. STLCC theatrical productions draw large crowds. The Center for Emerging and Advanced Information Technology at the Forest Park Campus

About the College • Largest community college system in Missouri • Ranks among the About the College • Largest community college system in Missouri • Ranks among the nation’s top 30 associate degree-producing institutions • District encompasses 718 square miles, including St. Louis City and County and portions of Franklin and Jefferson counties STLCC is one of the nation’s top associate degree-producing institutions in the country.

About the College • Four campuses at Florissant Valley, Forest Park, Meramec and Wildwood About the College • Four campuses at Florissant Valley, Forest Park, Meramec and Wildwood • Education centers in south St. Louis County and north St. Louis City • Numerous satellite locations in area business, industrial, neighborhood and educational sites • Corporate College in Bridgeton • Administrative Center in downtown St. Louis • 3, 192 full- and part-time employees Florissant Valley campus Forest Park campus Meramec campus Wildwood campus

Enrollment Profile - Fall 2013 • • 24, 009 students enrolled in credit courses Enrollment Profile - Fall 2013 • • 24, 009 students enrolled in credit courses Median Age = 23 59% Female Race and culture – Caucasian = 12, 860 (54%) – Black/African-American = 8, 529 (35%) – Asian = 853 (4%) – Hispanic/Latino = 755 (3%) – Multiracial/Other Ethnicity = 723 (3%) – Unknown = 250 (1%) – Represent nearly 120 countries and 40 -plus different languages (top five are Spanish, Arabic, Russian, Bosnian and African dialects) STLCC has a very diverse student population.

April is Genocide Awareness Month • April 1915 - the government of the Ottoman April is Genocide Awareness Month • April 1915 - the government of the Ottoman Empire began gathering, detaining and murdering leading Armenian politicians, businessmen and intellectuals – result 1 million exterminated in a genocide. • In April 1933, the Nazis issued a decree paving the way for the "final solution, " the annihilation of 6 million Jews of Europe. • In April 1975, the Khmer Rouge entered Cambodia's capital city and launched a four-year wave of violence, killing 2 million people. • In April 1992, the siege of Sarajevo began in Bosnia. It was the longest siege in modern history, and more than 10, 000 people perished, including 1, 500 children. • In April 1994, the plane carrying the president of Rwanda crashed and triggered the beginning of a genocide that killed more than 800, 000 people in 100 days. • In April 2003, innocent civilians in Sudan's Darfur region were attacked; 400, 000 have been killed and 2. 5 million displaced in a genocide that continues today. – Ellen J. Kennedy (NPR, 2011, http: //www. mprnews. org/story/2011/04/21/kennedy)

Genocide Awareness Month STLCC • April 2012 • Asked colleagues in January who were Genocide Awareness Month STLCC • April 2012 • Asked colleagues in January who were interested to join me (Linder and Keller) • Library – films (Diversity Committee) and book display – Created a Library Guide (http: //guides. stlcc. edu/content. php? pid=302230) – Dean provided funding to purchase floor frames • Bookstore – display • Why? – Ken Jowitt (2001): “barricaded communities” – more likely to commit genocide as a solution to their problem; “dogmatic, hysterical and disconnected from non-members” - Daniel Chirot (2008) – Learning about genocide enhances global citizenship knowledge, values and possibly skills

IDS 201: Universal Human Rights • Capstone course – focus is research and writing IDS 201: Universal Human Rights • Capstone course – focus is research and writing for the General Education Degree • Hybrid course • In order to understand human rights as universal standards to promote global peace and security, first need to understand violations of human rights • Genocide – far removed topic is actually important to me – Topic connects the local to the global – Examine the role of social media (Arab Spring) – Build global citizens who see the “other” in the “self”

ART 275: Photo. Imaging: Photoshop • Beginning digital art course • Hybrid • Variety ART 275: Photo. Imaging: Photoshop • Beginning digital art course • Hybrid • Variety of student backgrounds • Focused on technology of raster graphics and photography post production

ART 114: Painting 1 ART: 214 Painting 2 • • • Taught by Margaret ART 114: Painting 1 ART: 214 Painting 2 • • • Taught by Margaret Keller Fine art course Traditional studio Sometimes stacked Variety of student backgrounds

Margaret Keller: Painting Margaret Keller: Painting

What Students Know? • Pre-Assesment – What do you know about genocide? • Misconceptions What Students Know? • Pre-Assesment – What do you know about genocide? • Misconceptions (e. g. “Never Again!”) • Normative versus Empirical knowledge

What is Genocide What is Genocide

Learning About Genocide • Lecture – Raphael Lemkin (1933/1944) – UN – Convention for Learning About Genocide • Lecture – Raphael Lemkin (1933/1944) – UN – Convention for the Prevention and Punishment of the Crime of Genocide (1948/1951) • Film: Return to the Killing Fields • Photos with story of the Cambodian Genocide • Role of the UN, Security Council, P 5, Peacekeepers • Virtual Class: Ghosts of Rwanda, Two short essays as models, Lemkin (1944) excerpts from http: //www. preventgenocide. org/lemkin/Axis. Rule 1944 -1. htm, “Traditional Methods of Avoiding Genocide” (Chirot, 2008), and “Convention for the Prevention and Punishment of the Crime of Genocide” (Schabas, 2008)

Expository essay (3 pages + References) on a subtopic of genocide: • • • Expository essay (3 pages + References) on a subtopic of genocide: • • • • • • Upstanders to Genocide, Armed Conflict and International Humanitarian Law How Genocide Violates Human Rights and Human Dignity Rwandan Genocide of 1994 Genocide of the Armenian People and the World Response Genocide in the Democratic Republic of Congo (DRC) Holocaust Raphael Lemkin and His Connection to Genocide in Sudan Genocide in the Former Yugoslavia Genocide in Syria? Countries Currently “At Risk of Genocide" Genocides Since the Holocaust Causes of Genocide The Role of the International Criminal Court (ICC) in Genocide in the Former Yugoslavia Early Warning Signs (Risks and Triggers) of Genocide and the Ten U. S. Law Criminalizing Genocide UN Office for the Special Advisor for the Prevention of Genocide Military Options When Genocide Occurs Ethnic Cleansing (Differences and Similarities to Genocide) The Role of the UN in "possible" genocide (Security Council, P 5, General Assembly, etc. ) Right to Protect (R 2 P), the United States and the World Community’s Response Genocide Project Present to Art 275: Photi. Imaging Photoshop students (Educate others) Evaluate the Photoimaging genocide posters Place posters around campus Post–Assessment

Please use the next 10 minutes to complete this quiz by writing your answers Please use the next 10 minutes to complete this quiz by writing your answers in the space provided. 1. Utilizing a legal definition, genocide is a treated as a ________. 2. Who (first and last name) is credited with coining (creating) the word genocide? 3. What is the official name of the international law (treaty) prohibiting genocide? 4. The Genocide Convention was adopted in _____ and “entered into force” in _______. 5. Under the Genocide Convention, four categories of people are protected. They are: A. B. C. D. 6. Under the Genocide Convention, who may be prosecuted for genocide? 7. What is the first step to preventing future genocides? _________________

Oscar Oscar

Sarah Sarah

ART Genocide Project • Each art student assigned a genocide report • Base a ART Genocide Project • Each art student assigned a genocide report • Base a poster on the report. • Using Copyright free sources. • Technical and usage components

Past Paintings and Posters • https: //www. facebook. com/media/set/? set= a. 10150661726671919. 391313. 11157178691 Past Paintings and Posters • https: //www. facebook. com/media/set/? set= a. 10150661726671919. 391313. 11157178691 8&type=3 • Posters on Campus in Frames

Past Paintings and Posters • Posters on Campus in Frames Past Paintings and Posters • Posters on Campus in Frames

Issues/Concerns • Time consuming – extra work • First year – complaint by a Issues/Concerns • Time consuming – extra work • First year – complaint by a Jewish student that the focus of genocide should be the Holocaust • One art student wasn’t comfortable with their work being displayed online • Students shutting off TVs – it disturbed them • Faculty buy-in

Questions Questions

The End Result The End Result