Patel Center for Global Solutions
University of South Florida
Global Schools Project
Rwanda: Lessons Learned?
Description:
The United Nations and the United States have been criticized for failing to act in the
genocide of Tutsis in Rwanda in 1994. How could the outcome have been different? What
should the United Nations and its member states have done? What recommendations can
we make so that we will not fail to act if confronted with this kind of situation again?
Students will conduct a historical simulation of the United Nations Security Council in 1994.
Subject:
This lesson is suitable for the following high school social studies courses: world history,
world cultural geography, government, global studies, and international relations.
Duration:
This lesson can be taught in a minimum of two days (55 minute class periods) to one
week.
Grade Levels: 9-12
Objectives:
Students will be able to:
Use primary resources including, but not limited to, U.N. documents, news reports,
video, and the Internet to gather information about the historical and current events
(1994) dealing with the Rwanda genocide;
Research assigned countries' perspectives on Rwanda to be able to role-play that
country in the Security Council Simulation;
Prepare for a simulation of the U.N. Security Council by understanding the events of
1994, various countries' foreign policies';
Make recommendations to the Secretary General using the documents and resources
collected.
Materials
Needed:
Attachments:
A Report on the Situation in Rwanda
B Getting to Know Your Country
C Resolution Writing
D Flow of the Simulation
E Country Positions
F Map of Africa
G KWL Chart
Media
Kofi Annan: Center of the Storm (VHS)
Resources:
Internet
http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/reports/dsetexhe.html
This is an excellent reference for both teach and student on constitutes genocide.
http://www.pbs.org/wgbh/pages/frontline/shows/evil/etc/slaughter.html
100 Days of Slaughter: A Chronology of U.S./U.N. Actions; based on the PBS show
Frontline
http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/etc/cron.html
Rwanda: A historical Chronology; compiled from Fergal Keane's Seasons of Blood,
and Alain Destexhe's Rwanda and Genocide in the Twentieth Century
http://www.odci.gov/cia/publications/factbook/
The 2002 CIA World Factbook provides general country information from geography
to political structure, to basic historic background on each country.
http://www.state.gov/countries/
This link from the U.S. State Department provides general country information.
http://www.countryreports.org/
http://www.un.org/documents/
Actual United Nations documents can be read from the U.N. Web site. The U.N. Web
site is the best source for primary documents including resolutions and reports.
http://unbisnet.un.org/
The U.N.'s search engine for actual resolutions, voting records, and speeches made
by individual countries, link and unlimited possibilities.
http://www.papaink.org/gallery/home/artist/images/165.html
Witness to Genocide: The Children of Rwanda's Artwork
This site explores the impact of the 1994 Rwandan genocide on child survivors
http://www.pbs.org/wgbh/pages/frontline/teach/ghosts/
Documentary. In addition to interviews with key government officials and diplomats,
the two-hour documentary offers groundbreaking, eyewitness accounts of the
genocide from those who experienced it firsthand
Preparation for
Teachers:
1. Cue the Video, Kofi Annan: Center of the Storm, to the screen that says "1994
RWANDA," and/or prepare overhead transparencies of Witness to Genocide: Children
of Rwanda's artwork.
2. Bookmark the Web sites listed in the Media Resource section.
3. Determine which activities are most appropriate for your class and schedule.
Providing students the opportunity to participate in a historical Security Council of
Rwanda can be modified according to the goals of your class, and the time you have
available for this activity. Some general guidelines prepared by the UNA-USA and
their partnership with Thirteen/WNET New York will help you determine what might
work for you:
Choose one of the following
a. The simulation is important, but equally important is for my students to prepare
for the simulation through their own research process, skills building, and
understanding of U.N. procedural process. All Activities, 6-10 class sessions.
b. I would like for my students to get more than just the simulation but our time is
limited. Learning about the historical context of the events and the role of the U.N.
member states is important, but we don't have time for extra activities. Activities 1,2
and 5, 2-3 class sessions.
c. My class has time to learn about the history of the Rwanda genocide and
participate in a scripted, mini-simulation. Activities 1 and 5, 1-2 class sessions.
4. Prepare copies for attachments relevant to the activities you will be doing.
Learning Activity
One: Set
Induction Video
Clip
Have copies of the following attachments for each student:
Graphic Organizer KWL Chart
Report on the Situation in Rwanda
1. Ask students to share any information that they know about Rwanda and the
genocide. Prior knowledge will vary. Check students’ knowledge of the word
"genocide" (attachment F). You can fill in the K section of the chart together.
2. Show the part of the video on Rwanda from Kofi Annan: Center of the
Storm (it lasts about 7 minutes).
3. Allow students a few minutes to write down any other thoughts about they have
under the W section of the chart.
4. Discuss their thoughts as a whole class raising the level of awareness about the
issues surrounding the video clip.
5. Distribute Attachment A: Report on the Situation in Rwanda. Discuss the topic of
racism and prejudice with students. Can we add anything to our KWL chart? What
do we still want to learn?
Learning Activity
Two: Learning
About a Country
Students must have internet access to bookmarked Web sites and a copy of
Attachment B: Getting to Know Your Country.
1. Assign pairs of students to work on the following countries:
Permanent Members
China, France, Russia, United Kingdom, and United States
Non Permanent Members
Argentina, Brazil, Czech Republic, Djibouti, New Zealand, Nigeria, Oman, Pakistan,
Rwanda, and Spain
(all were represented in the Security Council in 1994).
2. Give students time to complete their worksheet.
3. Students can make a presentation on each of their countries based on their
findings. Put a time limit on their presentations so that they must select in most
important information.
Learning Activity
Three:
Developing a
Country's
Position
Now that the students have a background on the Rwandan genocide, and an
understanding of their country, it is time to bring it together.
Students will again need access to the internet and bookmarked Web sites.
1. Read resolutions that pertain to Rwanda. Each of the resolutions will begin with
some sort of historic background on the topic, including reference to past U.N.
actions and resolutions.
2. Go to voting records http://unbisnet.un.org/ Type in Rwanda 1994 Security
Council, choose a document and use voting information at the bottom of chart.
3. Review with the students "Questions to Consider" in the Report on the Situation
in Rwanda.
4. Tell students that the simulation will take place as the events in 1994 are
unfolding. How different is their country now from 1994? What major events in the
world have changed the world?
5. Give students time to find their country's position for the "Questions to Consider"
section.
6. Challenge students to find any speeches by their country's government on the
Rwandan genocide after 1994. In hindsight, what is your country's position?
Learning Activity
Four: Writing a
Resolution
Provide students with copies of Attachment C: Resolution Writing
1. Review the process with the students.
2. Practice the process with students on any topic:
Improving food in the cafeteria, School uniforms, Sale of pirate
DVDs...(students/teacher can define any pressing issue)
Students can work in small groups or their country groups.
Learning Activity
Five: Security
Council
Distribute copies of Attachment D: Flow for Simulation
Create Country Placards
Simulation,
1994:
If you were unable to complete all the activities prior to the simulation, have copies
of Attachment E: Country Positions available for each student representing a
country in the Security Council. Students can use the scripted position for the
simulation.
1. Review Attachment D: Flow of simulation with students (Chart B is a more
simplified flow of debate).
2. Allow time for the simulation. Teachers will serve as the committee Chairperson
while students represent their countries.
Summary
Activity and
Debriefing:
1. Refer back to the KWL Chart. Give students some time to fill in what they learned
from the activities about the Rwandan genocide.
2. Ask them to step out of their country positions now, and reflect on what they
learned about the actions or inactions of the various nation-states.
3. What are the issues facing the new Rwandan government?
4. What role should non-governmental groups play in the rebuilding of Rwanda?
3. Discuss their responses.
4. This might be an opportunity to look at non-governmental perspectives on the
genocide in order to get an idea of what problems Rwandans must deal with as a
result of this horrific event, i.e. children's artwork, firsthand personal accounts from
the book "We Wish to Inform You...."
Assessment - A
Recommendation
to the Secretary
General of the
United Nations:
Have students write a letter to the Secretary General suggesting what should be
done in the future should we be confronted with this kind of situation again.
Students should refer to the documents and perspectives they uncovered
throughout the lesson.
Standards:
FLSS.A.1.4
The student understands historical chronology and the historical
perspective.
FLSS.A.1.4.1
...understands how ideas and beliefs, decisions, and chance events
have been used in the process of writing and interpreting history.
FLSS.A.1.4.2
...identifies and understands themes in history that cross scientific,
economic, and cultural boundaries.
FLSS.A.1.4.3
...evaluates conflicting sources and materials in the interpretation of
a historical event or episode.
FLSS.A.1.4.4
...uses chronology, sequencing, patterns, and periodization to
examine interpretations of an event.
FL-
...understands cultural, religious, political, and technological
SS.A.2.4.8
developments of civilizations in Asia and Africa.
FLSS.B.2.4.1
...understands how social, cultural, economic, and environmental
factors contribute to the dynamic nature of regions.
FLSS.B.2.4.3
...understands how the allocation of control of the Earth’s surface
affects interactions between people in different regions.
FLSS.B.2.4.6
...understands the relationships between resources and the
exploration, colonization, and settlement of different regions of the
world.
FLSS.B.2.4.7
...understands the concept of sustainable development.
FLSS.C.1.4.1
...understands the nature of political authority and the nature of the
relationship between government and civil society in limited
governments (e.g. constitutional democracies) and unlimited
governments (e.g. totalitarian regimes).
FLSS.C.2.4.1
...develops and defines his or her own political beliefs and
tendencies.