World Affairs Council
of
Houston
LESSON PLAN: Rwanda: Recovery and Rebuilding
Background and Activities
Time
Subject: Government, Economics, World History, Social Studies
Background: Rwanda has a tragic history and continues to struggle to
rebuild its economy to secure a prosperous future for its people. In this
lesson students will learn about the history of Rwanda and the genocide
that killed 800,000 men, women, and children. Students will also analyze
information from various Internet resources, including Web-based video
and audio resources. Finally, students will use Rwanda as a case study to
explore the six primary economic functions of a market government.
Students will develop an understanding of the steps Rwanda's government
is taking to secure a stronger economic future through increased
educational opportunity, adapting to the changing role of women, and
taking advantage of new possibilities for exporting products.
Introduction
Duplicate the Student Activity Guide from the following website:
http://www.pbs.org/wnet/wideangle/printable/classroom_3lp3_handout.ht
ml
A government influences its country's economic viability in a number of
ways. Despite some debate over what constitutes the role of the
government and its strength, there are six primary economic functions of a
market government. Let's look at them and discuss how the U.S.
government participates in each of these roles.
List the following economic functions of a market government on the board
or overhead:
1.
2.
3.
4.
5.
6.
Maintaining Legal and Social Framework
Maintaining Competition
Providing Public Goods and Services
Redistributing Income
Correcting for Externalities
Stabilizing the Economy
Discuss each of the functions and identify several examples of how local,
state, and national governments conduct each of these functions. Create
a class list of examples of government participation in maintaining
economic stability. Ensure that students understand there is some debate
about how actively governments should be involved in each of those
functions.The class will return to the functions after having the opportunity
One to Three Class
Periods
Objectives
Students will
identify the six
economic functions of
government; organize
examples of
government actions
and policies within
various economic
functions; understand
the history of
Rwanda; describe the
genocide that took
place in 1994;
identify steps being
taken to improve the
economy of Rwanda
including increasing
education, investing
WIDE
ANGLE:
"Ladies and
in human
capital,
First"
diversifying resource
http://www.pbs.org/wnet
base.
Materials
/wideangle/episodes/lad
ies-first/fullepisode/610/
Timeline of Rwanda
http://news.bbc.co.uk/1
/hi/world/africa/countr
y_profiles/1070329.stm
Country Profile
http://news.bbc.co.uk/1
/hi/world/africa/countr
y_profiles/1070265.stm
Ghosts of Rwanda
http://www.pbs.org/wgbh
/pages/frontline/shows/
ghosts/.
THE CONNECTION
http://www.theconnectio
n.org/shows/2004/04/200
40422_b_main.asp.
to study one country trying to rebuild its economy while emerging from a
tragic history.
Activities
To assist students in gathering and organizing information, distribute copies of the Student Activity
Guide provided in this lesson.
Activity 1
Begin by allowing students to gather some basic information about Rwanda from the BBC News Web
site. Ask students to read the timeline of Rwanda
http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1070329.stm and the country profile of
Rwanda http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1070265.stm.
After students have a basic understanding of Rwanda's historical timeline, allow them time to further
explore the genocide that took place in 1994. In 100 days, 800,000 people were systematically
murdered. Many were tortured and raped. This is a concept inconceivable to most and may be very
difficult for students to fully comprehend.
Ask students to explore "Ghosts of Rwanda," a FRONTLINE Web site that is a companion to the
documentary that investigated the genocide ten years after it occurred. Ask students to log on to
http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/.
Activity 2
On the website "THE CONNECTION"
http://www.theconnection.org/shows/2004/04/20040422_b_main.asp, you can listen to an NPR
report and an interview with two women who experienced the terror of the genocide and who discuss
how women are essential to rebuild Rwanda. This is an hour-long call-in show, so listen to it before
sharing it with your class and select a few segments that are appropriate for the maturity and
attention span of your class. Listening to two women who have experienced this terror is incredibly
moving and makes it feel more real.
Consider discussing how each of the women is currently involved with projects to provide aid to
others. You may also discuss the very different experiences of the women. What did they see? Why
did they return to Rwanda? Also, pause frequently to allow students to comment on or ask questions
about what is being discussed. Make sure students understand the accents, locations being
mentioned, and horrors of which these women speak so freely.
Activity 3
Next ask students to log on to the WIDE ANGLE Website to view the “Ladies First” video.
http://www.pbs.org/wnet/wideangle/episodes/ladies-first/full-episode/610/
This briefing mentions the role of women in rebuilding Rwanda, and it also introduces the concept of
gender quotas in government. Make sure students understand what a quota is and that some
countries, including Rwanda, have established gender quotas for representation in government. Ask
students how that may affect representation. How would having more women in decision-making
positions affect the decisions made in government?
Next ask students to look at the Photo Essay. Ask them to identify common themes in the photos and
to describe how these images differ from the ones they looked at earlier in the lesson. After students
have had time to explore the photos, discuss them. During the discussion, students should mention
that the images depict women in non-traditional roles. Women are undertaking more responsibility in
the home and in government as women won 48 percent of elected offices. They may also notice
women participating in voting, leading reconciliation efforts between ethnic groups, and leading money
making opportunities in farming and agriculture.
Ask students to log on and select the Wide Angle Interactive Map that identifies gender representation
in government internationally. http://www.pbs.org/wnet/wideangle/episodes/ladies-first/globalgender-balance/200/
Determine where women have obtained the greatest representation.
Students will discover that Rwanda ranks first in gender balance with nearly 49 percent of its
legislature composed of women. Ask students to then select Handbook from the menu bar. In this
section, students can explore a five-part series about Rwanda's challenges.
Activity 4
Following are a series of Web sites and article describing Rwanda today and the struggle of rebuilding.
Use the resources listed below and Web sites already visited to analyze how Rwanda is addressing
each of the six functions of government.
BBC News
http://news.bbc.co.uk/1/hi/business/3586851.stm
This links to an article on Rwanda's struggle to rebuild their economy, and on the right side there are
several related links to more information about Rwanda.
afrolNews
http://www.afrol.com/articles/12812
This site offers an article specific to Rwandan women and the rebuilding of the economy, with sidebars
with many other related articles.