LE300B Integrative & Interdisciplinary Learning Capstone:Genocide An Interdisciplinary Perspective.

for SP 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


LE 300 Integrative & InterdisciplinaryLearning Capstone:Genocide AnInterdisciplinary Perspective.


SP 2013 HO


Strauss, Lon J.


Adjunct Faculty


PhD, University of Kansas

Office Location


Office Hours

Tues & Thurs 1:25-2:25PM

Daytime Phone


Other Phone




Semester Dates


Class Days


Class Time

2:25 - 3:40 PM

Credit Hours



Jan T. Gross, Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland (Penguin Books, 2002) ISBN: 978-0142002407

Rebecca Hamilton, Fighting for Darfur: Public Action and the Struggle to Stop Genocide (Palgrave Macmillan, 2011) ISBN: 0230100228

Adam Jones, Genocide: A Comprehensive Introduction (Routledge, 2006) – ISBN: 978-0-415-48619-4

Donald E. Miller, Survivors: An Oral History of the Armenian Genocide (University of California Press, 1999) ISBN: 978-0520219564

Norman Naimark, Stalin’s Genocides (Princeton University Press, 2010) – ISBN: 978-0691147840.

Samantha Power, “A Problem from Hell”: America and the Age of Genocide (Harper & Collins, 2002) ISBN: 0-06-054-164-4

Loung Ung, First They Killed My Father: A Daughter of Cambodia Remembers (Harper & Collins, 2007) – ISBN: 978-0-006-085626-7.

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Course Description:
LE300B: Integrative and Interdisciplinary Learning Capstone: Genocide: An Interdisciplinary Perspective Genocide is one of humanitys furthermost continuing forms of terrorism. In the historical and modern age, it inflames passionate public notice and policy examination. However, the topic of genocide is also attended by significant complexity, controversy, and ambiguity. This course explores the emergence, evolution, varieties, underlying causes, and means of confronting and coming to terms with genocide and other crimes from a broad interdisciplinary perspective.

Educational Philosophy:

Learning Outcomes:
  Core Learning Outcomes

1.    Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.

2.    Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.

3.    Synthesize diverse perspectives to achieve an interdisciplinary understanding.

4.    Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.

Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
  2. Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
  3. Synthesize diverse perspectives to achieve an interdisciplinary understanding.
  4. Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
  5. Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.

Core Assessment:

Description of the Core Assessment Instrument This Core Assessment will be a paper that covers 100% of the Core Learning Outcomes. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and appropriate documentation. The project will be completed in the final quarter of the term. The paper must address a significant contemporary issue of a global nature relevant to the course, the student’s major, and the Liberal Education program.  The paper should synthesize multiple disciplinary perspectives and propose critical and creative responses.  Individual instructors will specify assignment details.

This assessment is designed to assess primarily Core Learning Outcomes 1, 2, 3, 4, 5, and will make up 20% of the course grade.

Link to Class Rubric

Class Assessment:

Film Review:  Students will be required to write one film review based on Hotel Rwanda or The Killing Fields.

The film review, over Hotel Rwanda or The Killing Fields, shall recognize the distinctions and connections, as related to the disciplinary content of anthropology, international relations, justice, law, peace studies, psychology, religion, and/or sociology, in relation to what was the director’s purpose or intention of the film (central concern)?; what value message, if any, is being told (values)?; what social science research methodology was formed for the background and contents of the film (methodologies)?; and what personal comparisons of contemporary life and realities are related in the film (relationship to public life)?

You may and should use our textbooks to contextualize your review.

Book Outlines: The weeks we finish reading particular books noted on the reading schedule, students will submit a brief outline of the book chapters. These outlines should be 2-3 page long and include the major arguments/problems/incidents/evidence/analysis/methodology presented in each chapter. These outlines can be used by the students for discussion purposes in class as well.

Critical Book Reviews:  Students will be required to write two critical book reviews based on books of their choosing that must be approved by the instructor in the second week of class.  Send your book proposal via e-mail.  These books must be published by a scholarly press, such as an accredited university. One of the critical review books should be a memoir or novel.  More information shall be provided by the instructor.  The reviews should be 3-4 full pages long, using 12pt font, times roman, with 1 inch margins all around.  There should be no wasted space, such as additional spaces or tabs.  Students should use Chicago style footnotes in 10pt font. The books you choose to review should relate to the topic you will write your core assessment on.

Paper and Presentation (CORE ASSESSMENT):  The core assessment for LE 300 is a paper accompanied by a presentation.  The paper must address a significant contemporary issue of a global nature relevant to the course, the student's major, and the Liberal Education Program.  It shall explore the collective perpetration, or human rights, of 20th and 21st century genocide, based on the United Nations Convention on the Prevention and Punishment of the Crime of Genocide (UNGC) (1948) concerning one of these global examples:  Armenians, the Holocaust, Stalin, Tibetans, Cambodia, Rwanda-Burundi, Uganda, Serbian or Darfar.  The Analysis Paper must be a research paper, i.e. have a thesis driven argument, with references and noting based on the current edition of Chicago Style (single-spaced and 10pt font for footnotes), be five-to-seven full pages in length, double-spaced, typed using a 10-12 point font, spell-checked, grammatically correct and contain well developed thoughts.


There will be two exams in this class, a midterm and a final. Both of these will be take-home essay exams. The instructor will provide a short list of questions a week prior to the exam’s due date. Students must answer the question with a thesis driven paper utilizing the course readings and additional articles provided by the instructor as source material. These exams should be 5-6 full pages in length, 12pt font, with 1-inch margins. Students should include a cover page and bibliography, though neither page counts toward the page total. There should not be any headers such as name, date, class that wastes space throughout the main body of the paper. Students must use footnotes in Chicago Style that are single spaced and 10pt font


Grades will be based on a point value scale as outlined below. 

Discussion                               100 pts

Book Outlines                           100 pts

Film Review                              50 pts

Critical Review x2                     100 pts                        

Exams x 2                                100 pts

Core Assessment                      100 pts

Core Presentation                     50 pts

700.0-630.0       =          A

629.9-560.0       =          B

559.9-490.0       =          C

489.9-420.0       =          D

419.9 or Below   =          F

Not Awarded      =          I

The current Undergraduate catalog states that “An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course” (page 99). 

Late Submission of Course Materials:

Late work is only accepted in the event of an emergency and then only on a case by case basis.  You must contact the instructor BEFORE the due time and date.  (Examples of acceptable emergencies: Hospitalization, TDY/TAD, or fell into a vortex)  In any scenario, proper documentation will be required.  

In the event that discussion posts are consistently late, such as discussion posts due on Thursday posted later than that, anywhere from 10-25% may be deducted.  If warnings regarding late submissions go unheeded, then the late discussion posts may not be accepted.

In the event of an emergency, contact the instructor as soon as possible, preferably before the due date.

Classroom Rules of Conduct:

If you are not in class, then your voice will not be heard.  Thus, you are not participating.  Active vocal participation in these discussions is imperative and will factor in as seventeen percent of your final grade.  Thought provoking comments and questions that are related to the course and topics being discussed will earn participation credit.  Participation should move discussions forward.  Some examples of how this can be done: by referring to specifics in the reading or thoughtfully commenting on something another student said, and by commenting on the complexities and controversies of the material.  Remember in-class discussions should always be respectful and conducive to others’ participation.  Comments that do not add to the discussion or the course (as deemed by the instructor) will not earn credit toward a grade.

  • Each student is held responsible for acquiring all materials and information missed during a class session from another student.
  • Wireless (cellular) phones and/or pagers must be either turned to the silent mode (vibrate only) of OFF in the classroom. If the student receives notification of an emergency call/page (while not taking the final examination) quietly leave the classroom to make or receive the call. Message texting on the phone during class is prohibited. Failure to adhere to these guidelines will result in a final letter grade deduction of ten-points for each occurrence.
  • Children are not allowed to attend class sessions for any reason(s).
  • Students are not to perform work for other courses while attending this particular class.
  • The professors expects that while in the classroom, students will conduct themselves in a manner that is consistent with respect for one another, the professor, guests, and the business at hand. Obscene language; epithets of a racial, ethnic, sexual, gender, or religious nature; distracting chatter; inappropriate physical contact (voluntary or involuntary); and chewing and/or spitting of tobacco products are among the behaviors that the professor considers unacceptable in the classroom. The student will be asked to leave if they demonstrate an unwillingness to observe the rules of classroom courtesy.
  • Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems: printers run out of ink, hard drives crash, and etc. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of work to a CD/USB, disk, hard drive, and print out a copy of assignments for backup purposes.
All paper assignments are required to be submitted in the course eCompanion DROP BOX. The professors will not accept printed or email attached paper assignments.

Course Topic/Dates/Assignments:

LE300: Genocide: An Interdisciplinary Perspective

Reading & Assignment Schedule: (Note the instructor may supply additional reading in the form of short articles. You will receive an electronic copy of the article at least a week prior to class and should read and print them out for discussion)

Week 1: Jan 15 & 17

Introduction & Defining Genocide

Jones: 1-52; Miller: 1-54; Naimark: 1-14

Week 2: Jan 22 & 24

Early Period & Carthage

Jones: 64-93; Miller: 55-93; Naimark: 15-29

Week 3: Jan 29 & 31


Jones: 149-187; Gross: xv-29; Miller: 94-137; Naimark: 30-50

Week 4: Feb 5 & 7

Early 20th Century & Herero

Jones: 188-232; Miller: 137-181; Powers: xv-16; Naimark: 51-69

Critical Book Review 1 due

Week 5: Feb 12 & 14


Jones: 233-282; Gross: 30-70; Miller: 182-192; Powers: 17-30; Naimark: 70-98

Book outline on Miller due

Week 6: Feb 19 & 21


Jones: 283-316; Gross: 71-94; Powers: 31-46; Naimark: 99-120

Week 7: Feb 26 & 28


Jones: 317-345; Gross: 95-124; Powers: 47-60; Naimark: 121-138

Book outline on Gross due

Week 8: Mar 5 & 7


Jones: 346-380; Powers: 155-170; Ung: 1-27


Week 9: Mar 12 & 14

Spring Break

Powers: 87-154; Ung: 56-174

Week 10: Mar 19 & 21


Jones: 383-422; Powers: 171-246;

Week 11: Mar 26 & 28

Cambodia Watch Killing Fields

Jones: 423-445; Ung: 175-234

Book Outline on Ung due

Week 12: Apr 2 & 4


Jones: 446-460; Powers: 247-328

Film Review on Killing Fields Due(Option 1)

Week 13: Apr 9 & 11

Rwanda Watch Hotel Rwanda

Jones: 464-491; Hamilton: 1-42; Powers: 329-390

Critical Review 2 due

Week 14: Apr 16 & 18


Jones: 499-526; Hamilton: 43-118; Powers: 391-442

Film Review Due on Hotel Rwanda Due (Option 2)

Week 15: April 23 & 25


Jones: 532-559; Hamilton: 119-168; Powers: 443-474

Core Assessment Due

Week 16: April 30 & May 2

Core Presentations

Jones: 567-602; Hamilton: 167-206; Powers: 475-516

Book Outline on Hamilton due

Week 17: May 6-10

Finals Week

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Core Learning Outcome #1                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Demonstrates a detailed and sophisticated understanding of the disciplinary content in relationship to its contexts. Demonstrates an accurate understanding of the disciplinary content in its own context. Disciplinary knowledge represented is incomplete or contains errors and/or omission of contextual factors; or CA guidelines are not followed.  
Core Learning Outcome #2                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Reflects more than a simple description of similarities and differences between disciplines to illustrate the interaction of the discipline's concerns, values, methodologies, and relationships to public life. Accurately identifies similarities and differences between the relevant disciplines' central concerns, values, methodologies, and relationships to public life. Fails to address either central concerns, values, methodologies, or relationships to public life for both disciplines; offers only a superficial discussion of all; addresses these issues for a single discipline; or addresses only similarities or differences; or CA guidelines are not followed.  
Core Learning Outcome #3                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Moves beyond simple interdisciplinary perspectives to achieve a sophisticated synthesis of perspectives that offers unique insights to the problem/issue. Generates valid interdisciplinary perspectives relevant to the problem/issue. Illustrates a single disciplinary perspective or offers a simplistic view of the problem/issue; or CA guidelines are not followed.  
Core Learning Outcome #4                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Applies a sophisticated and creative interdisciplinary understanding to various academic, professional, and civic concerns, uncovering the interconnectedness of those concerns. Applies an interdisciplinary understanding of academic professional and civic concerns. Fails to tie the interdisciplinary understanding to one or more of the following: academic, professional, or civic concerns; or CA guidelines are not followed.  
Core Learning Outcome #5                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Goes beyond simple understanding to achieve a detailed, in-depth analysis and evaluation, highlighting strengths and weaknesses of the disciplinary modes. Evaluates various disciplinary modes of thinking in pursuit of holistic understanding. Exhibits only superficial evaluation or evaluates a single mode of disciplinary thinking; or CA guidelines are not followed.  
Overall project effectiveness                                                                                                                                                                                                                              
Outcomes 6.1-6.5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Project goes beyond meeting expectations to represent a creative/innovative and persuasive perspective. Project meets audience and genre expectations for coherence, organization, and mechanics/documentation. Project fails to illustrate effective audience analysis or fails to meet genre expectations in one or more areas: coherence, organization, and mechanics/documentation; or CA guidelines are not followed.  
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcome: University Mission Statement                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Employs conventions of Standard Written English with grace and style in a well-organized, fully developed essay. Employs conventions of Standard Written English in a well-organized, adequately developed essay. Illogical statements, lack of development and organization, and persistent problems with use of Standard Written English interferes with reader's ability to understand the point of the paper.  


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Last Updated:12/20/2012 11:47:37 AM