Living with the Legacies of Historical Globalization: Rwanda and Apartheid

1. HW review p.188-193 • Who were the colonial masters of Rwanda? • Identify the two major ethnicities in R. • What problem existed between them? • How were General Dallaire and Louise Arbour involved with the genocide? What problem did Dallaire face in Rwanda? • Explain the term genocide • Gacaca courts • What is an important export of Rwanda? How did it help rebuild lives of many? Co-operative? What else is being exported around the world?

2. Living with the Legacies of Historical Globalization Review this picture with it’s caption on page 186 Read the introduction and questions on page 187

3. Rwanda: A Response to Historical Globalization Review this picture on page 189 Can you imagine yourself on the bridge? What does the word Genocide mean? Can you see this mass forced migration taking place even today, in the 21 century?

4. In small groups, read page 189 and on the left-hand side of the chart, make a list of the various Causes to the Rwandan Genocide European countries interfering with Rwanda as they ‘Scramble for Africa’ Genocide in Rwanda Read pages 190, 192 and 193, taking notes on the effects of the Rwandan Genocide Complete the Effects side of the chart Response by the United Nations Eurocentric attitude of the imperial powers Justice and Reconciliation’ The purposeful influence of the Tutsis against the Hutus Rebuilding through Coffee Exports More? International Support The Activity in the middle of the page should guide your thinking about these causes

5. Justice and reconciliation • In 1994, the United Nations Security Council created the International Criminal Tribunal for Rwanda to try high-ranking government and army officials accused of genocide, war crimes, and crimes against humanity. But by June 2006, the tribunal had come to only 22 judgments involving 28 people Louise Arbour

6. To speed up the process and encourage reconciliation, traditional Rwandan gacaca courts were set up in 2002. “Gacaca” means “justice on the grass,” and these community courts were established to try low-level officials and other ordinary people accused of taking part in the genocide. The community, which elects the judges and is involved in the trials and the sentencing, seeks both justice and community reconciliation. According to Human Rights Watch, an international organization, between 600 000 and 761 000 people accused of committing crimes during the genocide were to be tried in gacaca courts.

7. Rebuilding the economoy • Members of the co-operative, both Hutus and Tutsis, receive a higher price for their crops than they did when they sold to private dealers. In 2006, Mukashyaka and her family made three times what they had earned five years earlier. Maraba members share 70 per cent of the profits and reinvest the other 30 per cent in running the co-operative.

8. International Support In countries around the world, individuals and groups are helping Rwandans rebuild their lives. In many cases, this means helping Rwandan women, whose family members were killed in the genocide, who were raped and often infected with HIV/AIDS, and who struggle to support themselves and their children. In Edmonton, Nicole Pageau, a Francophone, helped found Ubuntu Edmonton, an organization that supports the widows of the genocide and helps them build a strong future for their children. After hearing Esther Mujawayo speak, Pageau went to Rwanda. There, she is the project coordinator in Kimironko, a village near Kigali.

9. Point of View(Page 191) Read the statement of Romeo Dallaire, the commander of the United Nations in Rwanda, before and during the Genocide

10. How Effectively Have Governments Responded to the Legacies Of Historical Globalization? What is the difference between this and the previous Inquiry Question? Read the opening paragraph on page 196

11. Hw.p.196-199 • Why are the First Nation People not heard in the UN? • What is an apartheid? • Why do you think N. Mandela was finally released from jail? • Who set up the Truth and Reconciliation Commission and what was is intended for? • Who were the enemy aliens in Canada during the war? • What do you know about the Internment camps?

12. Apartheid Define Apartheid Provide two examples Write two reasons why you think it lasted as long as it did How would you feel if you saw a similar sign in Canada? Read pages 197 and 198 – Including the Profile on Nelson Mandela Respond to the Activity

13. By the time World War I began in 1914, more than a million people from Germany and Austria-Hungary had immigrated to Canada. But Germany and Austria-Hungary were Canada’s enemies in this war, and many Canadians feared that these immigrants were spies. People often feared those they considered outsiders. As a result, people from Germany and Ukraine, which was part of Austria-Hungary at the time, were labeled enemy aliens and ordered to report regularly to the police. Although no evidence of disloyalty was ever found, their other rights were also restricted. Many, for example, lost the right to vote. Read more on the plight of Japanese Canadians p. 199.

14. Legacies of Historical Globalization in Canada After reading page 199, respond to the following questions on paper: What does the word INTERN mean? Why did the government of Canada intern these people? Is it fair to lock up a whole group of people because you suspect some members of the group may feel bad for the enemy? Why or why not?

15. Legacies of the Indian Act Do you remember the goal of the Indian Act of 1876? To assimilate Indigenous peoples into mainstream society Read pages 200 and 201 and respond to the following: What is a Royal Commission? How would you feel if your family was negatively singled out by the government? How would this make you feel about yourself? How do you think the Indian Act should be changed?

16. How Effectively Have Organizations Responded to the Legacies Of Historical Globalization? What do you know about Greenpeace? What is it’s purpose? Who are it’s members? p.202 Greenpeace is a non-governmental organization – (NGO)

17. How Effectively Have Organizations Responded to the Legacies Of Historical Globalization? As you read pages 202 – 203… Record in your notebook the names of the NGO’s, along with any important details of their Campaigns and Programs:

18. NGO’s are nothing more than a new form of imperialism! p.203 Aren’t these organizations just imposing the views of the developed world onto the developing world? Do you believe either of these statements to be true? Why or why not?

19. Read all of page 206 Refer to the map on the page and answer the following: How Does Historical Globalization Continue to Affect the World? Refer to both this map and the world map in the classroom and answer the following: What areas of the world have high income? Where in the world do people have low incomes? Which countries in Africa and the Indian subcontinent have low incomes?

20. Foreign Aid What is it? Foreign Aid could be viewed as a response to the income inequalities identified in the map Countries like Canada contribute a portion of our yearly budget to Foreign Aid, yet seldom is the budgeted amount reached Read Foreign Aid on page 207

21. Foreign Aid What is the cartoonist message? What is the story behind the cartoon? What issues does the cartoon deal with? What is Aislin’s message? What clues does the cartoonist give about his point of view? Review the cartoon

22. How Can I Respond Effectively to the Legacies of Historical Globalization? In the Ideas section on page 207, three students are responding to the question above. Read all three responses aloud Each of the three students responded differently: Tom – Government Ling – Organizations Katerina – Individuals Which of these three choices best represents how you would answer the question? Is there another point of view you’d choose?