1. What are the key issues raised by the Genocide in Rwanda?
Knowledge: Skills:
|
- Get an overview of the key events and issues raised by the genocide in Rwanda
- Understand key terminology and people |
- Summarising from evidence and identifying inquiry questions
- Thinking about the nature and reliability of evidence in History |
|
in this lesson, you will be introduced to the main themes and issues that you will study in this unit. The purpose here is not simply to gain knowledge, but also to spark curiosity and to identify the questions that will guide your future learning.
1. Click here for a note taking structure and discussion points. 2. Extension: Read more about the story on this BBC i-wonder |
|
2. Background: The Scramble for Africa
|
Knowledge:
- Understand what is meant by the 'Scramble for Africa' - Briefly explain how Rwanda became a colony - Impact of Leopold |
Skills:
- Select information from a visual source - Use maps and data to draw conclusions - Use skills of source inference and comparison |
|
One of the major long term causes of the genocide was the legacy of Rwanda's colonial experience. Before we explore that in detail, it is worth setting the context - how did colonisation occur and what attitudes (on the part of the colonisers) allowed it to happen? You will see that this last point will have an impact on the relationship between the Hutus and the Tutsis. 1. Click here for today's core learning. If Link 3 does not work for you, then read p15 and 16 of your textbook instead. 2. Refer to page 23 in your textbook and handwrite and answer to the following questions: - What is the message of Source D? (2 marks) - Compare and contrast the opinions of imperialism regarding the idea of paternalism that can be identified in Sources B & C. |
Resources:
|
3. Home Learning / Extension:
Hand write answers to the questions on page 20 of your textbook.
Refer to the summary guidance on the home page of this website about how to answer each type of question.
Have a look at Tom Fox "How Belgian Imperialism links to the Coved-19 vaccine" as an extension.
Hand write answers to the questions on page 20 of your textbook.
Refer to the summary guidance on the home page of this website about how to answer each type of question.
Have a look at Tom Fox "How Belgian Imperialism links to the Coved-19 vaccine" as an extension.
3. Was the genocide in Rwanda inevitable? Long term - The Experience of Colonisation
Some commentators identify the European colonial powers as being responsible for the genocide in 1994. Can such an interpretation be sustained given the fact that the independence was achieved over 30 years previously?
In what ways may this be a convenient belief for modern day Rwandans?
1. Starter Presentation: Images of colonial Rwanda
2. Make a copy of this frame and use in conjunction with pages 26-30 in your textbook. (Having reviewed the timeline as a class you will be allocated a short reading along these lines: 'German Rule' section 26 - 28, Belgian Rule and Seeds of Conflict 28 to end of paragraph 4 on 29, rest of section (NOT final section on independence on page 31 +)
3. Visible Thinking: There is an argument compass on the board. Think for a few minutes and then place yourself somewhere on the board - you must be able to defend yourself with specifically chosen evidence:
THE MOST IMPORTANT IMPACT OF THE COLONIAL ERA WAS/WERE:
In what ways may this be a convenient belief for modern day Rwandans?
1. Starter Presentation: Images of colonial Rwanda
2. Make a copy of this frame and use in conjunction with pages 26-30 in your textbook. (Having reviewed the timeline as a class you will be allocated a short reading along these lines: 'German Rule' section 26 - 28, Belgian Rule and Seeds of Conflict 28 to end of paragraph 4 on 29, rest of section (NOT final section on independence on page 31 +)
3. Visible Thinking: There is an argument compass on the board. Think for a few minutes and then place yourself somewhere on the board - you must be able to defend yourself with specifically chosen evidence:
THE MOST IMPORTANT IMPACT OF THE COLONIAL ERA WAS/WERE:
4. Was the genocide in Rwanda inevitable? Medium Term- the impact of independence and ethnic governments
|
WHAT IS THE MESSAGE?
1. Download this document to structure your learning. 2. a) Watch the video up to 7:00 only: i) Refresh your understanding of the colonial impact on ethnic tension. ii) As you watch the second part of the video, make notes in the timeline (yellow boxes). You will get some key points here. iii) Now you all have an overview, take one 'phase' of the yellow timeline each (in groups of three). You should now share with each other. (20 mins) iv) At the same time, there were general demographic and social changes that were putting pressure on Rwanda. Read page 37-38 and complete the relevant sections on the document. |
|
3. Homework / Extension:
i) Focus on the impact of education changes - Read sources on pages 35-36 and complete the questions. Use them as content resources as well to expand your notes on the impact of education reforms.
and/or
ii) Dian Fossey: A key culutral figure in the environmentalist movement whose life and death intersected with our course. While she is a controversial figure, there is little doubt that she was incredibly significant in saving Rwanda's gorillas for posterity - her struggle and death also served to focus world attention on Rwanda during this period of tension.
Listen to this podcast and make a brief fact file of her significance.
5. Was the genocide in Rwanda inevitable? Medium term - RPF invasions and the Rise of Hutu Power
6. Was the genocide in Rwanda inevitable? Medium term - The failure of international politics
As the period 1990-94 progressed, there were significant political developments that occurred as part of the growth of Hutu Power and the increasing competence of the RPF under Kagame.
These political developments created the final conditions necessary for the genocide to begin in earnest, while also being more and more dependent on the involvement of the international community.
This brings us to two key questions:
1) Why did the international community fail to stop the Genocide?
2) Why did the government of Habayarimana and the RPF fail to follow through on a real political solution?
Download NOTE TAKING FRAME HERE
A. WATCH THE TWO TRAILERS BELOW - complete Part A of the Note Taking Frame and discuss as a class
These political developments created the final conditions necessary for the genocide to begin in earnest, while also being more and more dependent on the involvement of the international community.
This brings us to two key questions:
1) Why did the international community fail to stop the Genocide?
2) Why did the government of Habayarimana and the RPF fail to follow through on a real political solution?
Download NOTE TAKING FRAME HERE
A. WATCH THE TWO TRAILERS BELOW - complete Part A of the Note Taking Frame and discuss as a class
|
|
|
|
|
B. WORK THROUGH THE STORY MAP - THIS WILL GIVE YOU AN OVERVIEW OF THE KEY EVENTS
GO FULL SCREEN C. BECOME AN EXPERT ON... Reasons why the Arusha Peace Accords Failed - primary sources and interviews. The Genocide Cable Boutros Boutros-Ghali The shadow of Somalia, Bill Clinton ... AND SHARE! |
7. Was the genocide in Rwanda inevitable? The Spark: the assassination of Habyarimana
As we have seen, the Arusha Accords and UN involvement was starting to unravel and it seemed likely that full scale civil war would erupt again. In an attempt to avert this, Habyarimana travelled by plane to meet regional leaders in Tanzania - at the meeting, he agreed to fully implement the Arusha Accords as per the original agreement.
He flew back to Kigale with the president of Burundi - as the plane approached the runway it was blown out of the sky by surface to air missiles. This would prove to be the spark that would unleash a long planned genocide against the Tutsis in Rwanda.
It is worth at this point discussing the nature of Hutu Power and Network Zero at this point - who were they? what did they control? who had the power to stop them? what did they need to happen to fulfil the last steps of their plans?
Think of this event in terms of a Paper 2 rise to power question...
He flew back to Kigale with the president of Burundi - as the plane approached the runway it was blown out of the sky by surface to air missiles. This would prove to be the spark that would unleash a long planned genocide against the Tutsis in Rwanda.
It is worth at this point discussing the nature of Hutu Power and Network Zero at this point - who were they? what did they control? who had the power to stop them? what did they need to happen to fulfil the last steps of their plans?
Think of this event in terms of a Paper 2 rise to power question...
|
|
| ||||||
|
1. Who was to blame for the assassination? 1. Complete Part A of "Task Sheet'. 2. Watch the video opposite. It is a 2012 BBC interview with Kagame (now President of Rwanda). On youtube, it has been posted by someone who claims that he 'admits' to ordering the assassination. Complete B of 'Task Sheet' and see if you agree. 3. Open Source Investigation 1 above and complete it in Part C of the task sheet. |
|
|
|
4. Here is a video made by the Mutsinzi Commission, a 2007 panel of experts charged with investigating the incident by the Rwandan government (Kagame was then, as is today, the President). The video is a summary of their conclusions. |
2. Did the assassination cause the genocide?
The answer is, of course, "YES.... but not really". Discuss.
In class or for homework review pages 64-66 which attempt to pull together the key thematic answers to this question.
One idea is to work in groups of three (taking one theme each), collaborating on a diagram that:
i) Summarises each area (Socio-economic factors, loss of political power, colonial past)
ii) Adds extra detail to them by reviewing your learning so far
iii) Demonstrates how they are all connected/linked together
The answer is, of course, "YES.... but not really". Discuss.
In class or for homework review pages 64-66 which attempt to pull together the key thematic answers to this question.
One idea is to work in groups of three (taking one theme each), collaborating on a diagram that:
i) Summarises each area (Socio-economic factors, loss of political power, colonial past)
ii) Adds extra detail to them by reviewing your learning so far
iii) Demonstrates how they are all connected/linked together
Course
http://www.bbc.com/news/world-africa-26875506
http://www.bbc.com/news/world-africa-26875506