Genocide and Humanitarian Intervention

Readings For This Lesson

Read "Genocide and Human Rights" by Scott Straus from Human Rights: Politics and Practice by Michael Goodhart.

Read "Humanitarian Intervention" by Alan Kuperman from Human Rights: Politics and Practice by Michael Goodhart.

Read "Humanitarian Intervention" by Andrew Heywood from Global Politics published by Palgrave (optional).

From Last Lesson

What are the six components to jus ad bellum the three components to jus in bello?

Prescribed Content

  • Third-party involvement in conflict, including humanitarian intervention

  • Manifestations of conflict: Genocide

Activating Your Thinking

How do you thing genocide differs from ethnic cleansing and crimes against humanity?

See this section of the United States Holocaust Memorial Museum's website for details.

Global Politics in Action

This documentary is an introduction to the topic of humanitarian intervention and genocide, but also a connection to the justification for violence, UN intervention and international law. Consider the Myanmar story, is it the ultimate justification for violence?

Two Viewing Options:

There is the Frontline documentary above or this shorter Vice documentary.

As well, there is the 10 stages of genocide chart and/or viewing questions located below the chart.

Stages of Genocide Template

Map of Myanmar

The Latest on the Rohingya

How things have changed. This Economist article explains how a military coup united groups against them, including acknowledge of wrongs done toward the Rohingya.

Prescribed Content

  • Third-party involvement in conflict, including humanitarian intervention

  • Justifications of violence, including just war theory

  • Manifestations of conflict: Genocide

Lesson Content

Intro to Genocide.ppt

Why is calling something a genocide easier said in public than done as an act of government? In other words, what international relations issues makes the pronouncement of a genocide so challenging, even 100 years later?

Humanitarian Intervention
Is humanitarian intervention justified.pdf
  • In groups of 4, read through both perspectives and have one pair take the "yes" position and one pair take the "no" position. Using real world examples, see if you can convince the opposing side of your position. When you have completed your discussion see whether as a group of 4 you are able to come to an agreement as to which of the positions offers a more effective rationale.

  • Which of the two positions would reflect a more caring and compassionate take on global politics? Why?

Click on the "Global Centre for the Responsibility to Protect" image above which will bring you to the "populations at risk" section of their website.

  1. Go to the section on Yemen and Ethiopia.

  2. Summarize the "background" and "analysis" of the situations.

  3. What humanitarian intervention steps have already been taken to help protect the citizens of Yemen and Ethiopia?

  4. What further recommendations does the Global Centre for the Responsibility to Protect offer?

Guiding Question:

  1. What humanitarian intervention rationale did Obama offer for US intervention in Libya?

Obama from A Promised Land (2020) on a Responsibility to Protect

As much as I shared the impulse to save innocent people from tyrants, I was profoundly wary of ordering any kind of military action against Libya, for the same reason that I’d declined Samantha’s suggestion that my Nobel Prize address include an explicit argument for a global “responsibility to protect” civilians against their own governments. Where would the obligation to intervene end? And what were the parameters? How many people would need to have been killed, and how many more would have to be at risk, to trigger a US military response? Why Libya and not the Congo, for example, where a series of civil conflicts had resulted in millions of civilian deaths? Would we intervene only when there was no change of US casualties? Bill Clinton had thought the risks were low back in 1993, when he sent special operations forces into Somalia to capture members of a warlord’s organization in support of US peacekeeping efforts there. In the incident known as “Black Hawk Down,” eighteen service members were killed and seventy-three more wounded.


The truth is that war is never tidy and always results in unintended consequences, even when launched against seemingly powerless countries on behalf of a righteous cause (p. 655).

How Do We Know?

Humanitarian intervention is based on the assumption that the highest priority of the international community during a war should be protecting civilians from harm, but is that always true? Are other goals, such as freedom or democracy, important enough that the international community should prioritize them above the protection of civilians? Moreover, is it possible that the opposing groups in a domestic conflict have the right to settle their dispute by force, if they so choose, without outside interference? What gives outsiders the right to intervene in other countries, especially ones that are far away and may have very different cultures? Think back to the US Civil War in which more than half a million Americans died before the Union defeated the Confederacy, unifying the country and ending slavery. In retrospect, would it have been preferable for interveners to stop the violence on humanitarian grounds, even if that preserved the slave-holding Confederacy?

Consider some of the questions above and complete a Theory of Knowledge reflection on the question of: What gives outsiders the right to intervene in other countries, especially ones that are far away and may have very different cultures?

  1. Consider what assumptions you bring to the question, what seems to be your automatic response to the question of intervention. What causes you to make those assumptions?

  2. Drawing on your discussions from the "is humanitarian intervention ever justified" activity, how, if ever, can we make a decision about what is the right action as it relates to humanitarian intervention?

Cultural Genocide

After watching the documentary, do you think residential schools qualified as a genocide? What type of genocide?

Why is it suggested that the system of residential schools in Canada was an attempt to carry out cultural genocide?

Ecocide?

Is it time for “ecocide” to become an international crime?

Guiding Question

To what extent (with some obvious adjustments) would ecocide meet the UN's definition of genocide and the 10 stages of genocide?

Checking For Understanding

Assume you are the head of a Genocide Prevention Committee commissioned by the United Nations.

Your task is to develop preventive measures in order to assist the international community in recognizing potential genocides. In other words, now that you have developed a general understanding of the causes of genocide, what do you think could and should be done to prevent genocide in the future?

These solutions must be what you believe to be appropriate; they must be, most importantly, viable solutions to the problem of genocide – will your solutions work?

It is important to incorporate your understanding of the historical causes of genocide. Reflecting on the historical causes should give you some insight into establishing some preventive measures that could be put in place to ensure potential genocides are recognized early, so that appropriate, effective actions can be taken to immediately avert these disasters.

Thoroughly explain your solutions and recognize possible problems with them and, in the process, come up with at least three concrete, realistic solutions to genocide.