Social Studies Film Study – Sometimes in April
Film Study – Sometimes in April
All Rwandans share a common language – Kinyarwanda. They
have the same cultural heritage, including a common national
mythology about the origins of the 3 main types of peoples: Hutu
(85%), Tutsi (14%) and the Twa/Pygmy (1%). Rwandan myth
asserts that the first king of earth had three sons: GaTWA,
GaHUTU, and GaTUTSI. Each was given a pot of milk. GaTWA
drank his. GaHutu spilled his, but GaTutusi (demonstrating his
natural superiority) kept his safe. So the king put GaTUTSI in
charge of all. The word Hutu originally meant ‘servant or subject’,
and Tutsi meant ‘rich in cattle’. Generally, Tutsis were taller and
had sharper features. Hutus were generally shorter with larger
noses and blunter features. Tutsi tended cattle and were
overlords. Hutu farmed the land and were regarded as peasants.
It was only possible to change one’s classification by
intermarriage.
In 1884, a hundred years before the genocide, European powers began to operate in the Great Lakes
section of Africa that includes Rwanda. Rwanda was initially colonized by Germany but after WW1 it
was turned over to the Belgians. The Tutsi, who looked more European to the colonizers, were seen as
natural aristocrats and were favoured in government and society. Employing a ‘divide and rule’
strategy, the Belgians used the Tutsi to help them control the Hutu. Identity cards were issued with
Hutu and Tutsi ethnic designations in 1926. During the late 1950s, many African colonies became
independent. The Belgians turned the government over to the majority Hutu, who promptly reversed
the preferences that the Tutsi had enjoyed. After independence in 1962, it was Tutsi children who were
excluded from school and Tutsi adults who could not get government jobs.
From the 1960’s until 1990’s, Tutsis massacred Hutus, and Hutus massacred Tutsis in both Rwanda
and in neighbouring Burundi. In 1990, the exiled Tutsis formed a rebel force, the Rwandan Patriotic
Front (RPF) to invade their homeland and win the right of return. This set the stage for the Hutu
dominated Rwandan government to paint all the Tutsis as traitors. The government condoned, or
sponsored, outbreaks of violence against the Tutsis.
The United Nations sent a UN Assistance Mission for Rwanda (UNAMIR) whose mandate was to help
monitor the coalition government and its power sharing agreement. They were only allowed use force if
they were attacked and only to defend themselves.
On April 7, 1994, the airplane carrying Rwandan president Habyarimana and Burundian President
Ntaryamira (both Hutu) was shot down by a ground to air missile. The genocide ended only when the
RPF completed its conquest of the country on July 18, 1994.
Social Studies Film Study – Sometimes in April
Questions
16 Marks – You may respond in point form, however, be sure that your answer is complete
1. What visual symbol of the genocide is apparent in the opening scene of Augustin’s classroom? /1
2. What is ironic about the rap song the students are listening to on a boom box after the class? /1
3. The leader of the Rwandan government army during the genocide reminds a U.S. State
Department official that Rwanda has no oil and no resources. Why did he say this? /1
4. The scene in which the Hutu girls in the classroom at the Catholic school choose to risk death and
refuse to be separated from their Tutsi classmates recalls an actual event. Virtually all the girls
were killed. Why did they do this? /1
5. Honoré said, "When I finally realized that I was an actor in this tragedy, I chose not to live with
that. I thought death would bring me peace. I was wrong. Only the truth can ease my guilt.”
What did he mean? /1
6. Recall the priest who cooperated with Hutu officials and helped them cull the people seeking
refuge in the church. He justified his conduct by saying, “I do not have the power to change this
situation.” Did you think he acted correctly? Why or why not? /2
7. At the beginning and at the end of the movie, we see a meeting in which people who participated
in the genocide are being called to account for their actions. What is this process? Do you think
it is effective? /2
8. What is the difference between the army and the Interahamwe militia? How are they similar? /2
9. How did the news coming into Rwanda from outside the country differ from the news reporting
out of Rwanda to international communities? /1
10. What were some of the code words broadcast over the radio at the start of the genocide? /1
11. Some people believe the international tribunals in Arusha, which are prosecuting only a few high
profile genocidaires, are just a way for the international community to wash its hands and
pretend that justice has been done. Do you agree or disagree with this statement? Why or why
not? /2
12. The movie shows a clip of Christine Shelley, the State Department spokesperson, twisting herself
into a pretzel to avoid using the “g” word:
Reporter: How would you describe the events taking place in Rwanda?
State Department Spokesperson: Based on the evidence we have seen on the ground, we
have every reason to believe that acts of genocide have occurred in Rwanda.
Reporter: What is the difference between “acts of genocide” and “genocide”?
State Department Spokesperson: Well I think the- as you know there’s a legal definition of
this... clearly not all of the killings to which you might apply that label ... But as to the
distinctions between the words, we’re trying to call what we have seen so far as best we can;
and based again, on the evidence, we have every reason to believe that acts of genocide
have occurred.
Reporter: How many acts of genocide does it take to make genocide?
State Department Spokesperson: Alan, that’s just not a question that I’m in a position to
answer.
Why do you think the US was reluctant to call the events in Rwanda ‘genocide’? /1
Social Studies Film Study – Sometimes in April
Written Response
30 Marks
Choose three of the following cartoons. Indicate your choices. Write a paragraph response for each that
includes the following:



The message presented by the cartoonist
A specific example to support the message
A discussion of the example and how it supports the message
Rubric
First Source
Requirement
Message
Example
Discussion
Value
An explanation of the message presented
by the cartoonist.
A relevant and specific example to support
the message.
A thoughtful discussion of the example and
how it supports the message.
Total
/2
/3
/5
/10
Second Source
Requirement
Message
Example
Discussion
Value
An explanation of the message presented
by the cartoonist.
A relevant and specific example to support
the message.
A thoughtful discussion of the example and
how it supports the message.
Total
/2
/3
/5
/10
Third Source
Requirement
Message
Example
Discussion
Value
An explanation of the message presented
by the cartoonist.
A relevant and specific example to support
the message.
A thoughtful discussion of the example and
how it supports the message.
/2
/3
/5
Total
/10
Total
/30
Social Studies Film Study – Sometimes in April
Source One
(Top levels of measurement read Genocide, Massacre, Atrocity etc.)
“Well..?”
“Have we reached genocide levels yet?”
“Technically speaking, no... but...”
“Then let’s stay out of it. We don’t want to look like imperialists.”
Social Studies Film Study – Sometimes in April
Source Two
Source Three
Social Studies Film Study – Sometimes in April
Source Four
Source Five
Social Studies Film Study – Sometimes in April
Source Six
Source Seven
Social Studies Film Study – Sometimes in April
Source Eight
Social Studies Film Study – Sometimes in April
Role of the International Community
20 Marks
For each of the following groups, identify and analyze their position before and during the conflict.
Before Conflict:
During Conflict:
United States
United Nations
Belgium
France
Humanitarian/Human Rights
Organizations
Requirement
Value
Questions
/16
Written Response
/30
Chart
/20
Total
/66