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Cultural Collision The Rwandan Genocide

Reflect on the Rwandan Genocide, a horrific injustice where nearly one million people were systematically slaughtered. Understand the history, key terms like Interahamwe and genocide components, and the aftermath. Study the Hutu-Tutsi conflict, colonization by European powers, and the events leading to the genocide. Participate in activities to grasp the impact and complexities of this tragic event that shook the world.

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Cultural Collision The Rwandan Genocide

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  1. Cultural CollisionThe Rwandan Genocide Kristi Hodges

  2. Warm-Up 1: Reflect on a time when you stood by silently while an injustice occurred. • We are going to study a fairly recent event in our history in which a horrific injustice occurred while the world stood by silently. April 7 marks the beginning of the genocide in Rwanda, when nearly one million innocent people were systematically slaughtered in a period of just under 100 days. DAY 1

  3. One Hundred Days One Million Dead

  4. What is genocide? Let’s brainstorm some key words to define genocide. Specifically in Rwanda. KWL WS #1 T/F Quiz

  5. Where is Rwanda? • Landlocked • 10.7 million people. Houston has about 2.25 million people • Most densely populated country in Africa

  6. RWANDA Land of a Thousand Hills

  7. Rwanda is called the “Land of a Thousand Hills”

  8. Golf Course in Kigali, Rwanda

  9. Names and Terms Militia – a private army - NOT the government’s military • Rwandan Patriotic Front (RPF) – Tutsi Militia • Interahamwe– Hutu Militia • use radio station to get out signals(cut the tall trees) • kills the President of Rwanda & Burundi and say the Tutsi did it. This gives them the excuse to start killing them. • George Rutaganda – leader of the Interahamwe • General Bizimungu – Gen. of Rwandan Army (aids the Interahamwe)

  10. Rwandan President, Paul Kagame meeting with US Presidents

  11. Genocide has specific components: • Acts committed • With the intent • To destroy (in whole or in part) • A group of people • Based on a specific characteristic of the group, such as race, religion, ethnicity. What are some examples of genocide in the 20th century?

  12. Genocide: 1994 • Tools of genocide: assassinations, death lists, hate propaganda, demonizing, civilian militias, and rape • The United Nations estimated that at least a quarter-million women were raped during the genocide

  13. Day 2 –Warm-up 2 : What is the purpose of ID cards(drivers license, passport, etc.)? How are they used in the U.S.? • Activity For each vocabulary term provide: • Definition written in your own words • Picture or symbol • A Synonym, analogy, or metaphor

  14. Peacekeeper • convoy • militia • Rebel • Massacre 6. tensions 7. genocide 8. rules of engagement 9. Ethnic 10. evacuation 11. machete 12. visa 13. “cockroach” 14. intervene 15. unrest 16. manager 17. Video footage 18. treaty 19. refugee 20. Peacemaker definition in your own words, picture or symbol,& synonym, analogy or metaphor

  15. groups will stand and present definitions of the five terms assigned.You need to draw a picture andIdentify a synonym, analogy or metaphor

  16. Day 3Warm-up 3:If you got a flat tire on the interstate, would you know who to call in order to get help?(not a relative)

  17. Today you will be divided into groups of four. Within your groups you will research and gather information for one of the four topics. You will become the Expert! You will then teach the class about your topic. A WRITTEN SUMMARY AND A VISUAL AID WILL BE REQUIRED. • United Nations • Hutus • Tutsis • Belgians Jigsaw Activity (Day 3 and 4)

  18. Person 1- Who are they? Brief background and origin. • Person 2 – What was their role before, during and immediately after the genocide? • Person 3 – What was their desired outcome? Why? Did they succeed in their goal? • Person 4 – Visual Aid Group Roles

  19. In the 1800s, Dr. Livingstone wanted Europe to spread the 3 Cs into Africa to stop the Slave Trade: - Commerce - Christianity - theirCivilization • Europe thus stops the Slave trade and starts Colonizing… Dr. Livingstone & the Slave Trade

  20. 4 Main European Countries that Colonize Africa: • Britain • France • Portugal • Germany 5 “Benefits” European bring into Africa: • New crops • Legal system • Basic schooling • Roads • Medicine Colonizing Africa

  21. European powers divide Africa amongst themselves • Rwanda & Burundi are given to Germany • WWI ends in 1919 • Germany lost, thus lose all their colonies • Belgium is given Rwanda and Burundi. Berlin Conference of 1884-1885

  22. For centuries, the Hutus and Tutsis lived together peacefully in a feudal relationship. • Hutus farmed and give food to Tutsis. • In-turn the Tutsis give Hutus protection from invading tribes. • 1959–1960 – Hutus start an uprising in Rwanda & start killing Tutsis. • Hutus overthrow Tutsi king • 200,000 Tutsis were driven into exile in neighboring countries • 1962 – Rwanda and Burundi gain independence • Hutus gain control of Rwanda • Tutsis gain control of Burundi Timeline

  23. 1990 – the children of the Tutsi exiles form the R.P.F. & begin a civil war against the Hutus in Rwanda • April 1994 – the Hutu genocide against the Tutsis begins • July 1994 – Tutsi forces gain power in Rwanda. • approx. 2 million Hutu refugees (fearing Tutsi revenge) flee to neighboring countries  Since then, most of the refugees have returned to Rwanda, but several thousand remained in the neighboring DRC and formed an extremist rebellion with the goal of retaking Rwanda. • 1996 – Civil War erupts in Burundi between Hutus & Tutsis Timeline(con’t)

  24. Ethnic Groups Hutu (Bantu) 84%, Tutsi (Hamitic) 15%, Twa (Pygmy) 1%

  25. History: Racial Classification and Colonialism • The size of the nose and the color of the eyes were factors that determined whether a person was classified as Hutu, Tutsi or Twa. • Prior to colonization, the people of the region lived together. The Belgian colonization put one group above the others.

  26. Hutus • Largest ethnic group in Rwanda • Farmers by tradition • Exploited by Belgians • denied positions of authority until Belgians leave, then they are given all power in the government. Tutsis • “natural leaders” • Warriors and Cattle Owners • Favored by Belgians – promoted in society • Hutus call them cockroaches Tutsis vs. Hutus

  27. Day 4 Warm-up 4:Have you ever asked a teacher for help with a problem, and not received the help you needed? How did you feel?

  28. Today you will be divided into groups of four. Within your groups will read and create a timeline for one of the four areas. You will become the Expert! You will then teach the class about your topic. • Create a timeline from 1994 for each groups perspective. • After plane was shot down to present • United Nations • Hutus • Tutsis • Other Global Events Jigsaw Activity Day 4

  29. United Nations • Hutus • Tutsis • Other Global Events Human Rights Day 5 Warm-UP 5: What role does media play in your life? Have you ever watched or read a story that made you angry or made you take action? Do you ever discuss the news with your parents? Friends?Presentations: Jigsaw Activity

  30. Give students a list of the characters in the film and their photographs. • Review the following slides to build background knowledge for the film. • 2.1=23 minutes day 6Warm up 6: In a life threatening crisis, whose safety would matter the most to you? Why?Activity:show movie- Viewing guide WS #2

  31. Hotel Rwanda Movie Notes

  32. Rwanda required people to carry ID cards – stamped Hutu or Tutsi • Kigali – Capital of Rwanda • Paul Rusesabagina Main character, Hutu, hotel manager • TatianaRusesabagina Paul’s wife, Tutsi • Colonel Oliver– United Nations Official • in real life he is a Canadian man named Lt. Gen. Roméo Dallaire Names & Terms

  33. Day 7warm-Up 7: Explain the quote, “We are here as peacekeepers, not peace makers.”Activity:2.2 =15 minutes2.3 =19 minutes

  34. Day 8warm-up 8: When watching the nightly news, does it incite you to take action?Activity:2.4 = 20 minutes2.5 = 18 minutes

  35. Day 9warm-up 9: in the movie, how does Paul play both sides? Why?Activity: 2.6 WS #2 due Power of Media

  36. Community Problems: Make a chart that answers these questions. • #1 What was the problem Malala identifies in her community? What did she do about it? What did her efforts accomplish? Did media play a role? Would she be any less heroic if she would have died when the Taliban shot her? • #2 What was the problem Paul identified in his community? What did he do about it? What did his efforts accomplish? Did media play a role? Would he have preferred different results? Day 10 Warm-Up 10: How did Malala and Paul know how to resolve the conflicts they were presented with? Did someone teach them?Did they follow a specific procedure, hierarchy,

  37. http://www.nytimes.com/roomfordebate/2012/09/19/autocratic-leaders-who-improve-their-countries/human-rights-should-be-a-priorityhttp://www.nytimes.com/roomfordebate/2012/09/19/autocratic-leaders-who-improve-their-countries/human-rights-should-be-a-priority • Room for Debate: • Students will read different opinions about Human Right Issues. • Some type of activity???

  38. Read the Declaration of Human Rights • Look at answers to warm-up 5 • Does Malala’s story pertain to Human Rights? • How did you feel about the unfairness in Pakistan? • Do you think Malala did a good job reporting the situation from a Human Right’s perspective? If yes, how; if no, why not? • Did Malala’s book make you want to take action? • How did media play a role in Malala’s story? Did it help you form your opinion about Malala’s plight? • Write an article covering the situation in Pakistan. Focus on Human Rights.

  39. Justice System • “Big” criminals of the genocide tried in Arusha, Tanzania. • The new government resurrected an old tribal court system called Gacaca.

  40. http://www.bbc.co.uk/news/world-africa-10887488

  41. Poster of Fugitives Wanted for Genocide in Rwanda

  42. General Bizimungu

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