ETHNICITY AND RACE
As I Enter… 4.28.15
 Think About It/Write It Down


For this unit, you will write your final answer to the As I Enter on a
answer sheet. You will be turning them it at the end for a grade
The first As I Enter will be on the next side
 Agenda
1. Lecture on internal Migrations of African Americans in the U.S.
2. Lecture on Jim Crow Laws, Plessy v. Ferguson, Brown v. Board of
Education
3. Lecture on Apartheid in South Africa
 HOMEWORK: Choose one article (on U.S. or South Africa) to
read and analyze
ASSOCIATION TRIANGLE
US POPULATION BY RACE
WHERE ARE ETHNICITIES
DISTRIBUTED?
 Race- the identity of a group of people who share a
biological ancestor. (Humans are 99.8% the same)
 Does not exist on a scientific level,
despite influence of the idea.
 Biological variation is real; the order we impose on
this variation by using the concept of race is not.
 Race is a product of the human mind, not of nature
 Ethnicity- the identity of a group of people who
share the cultural traditions of a particular
homeland or hearth.
 Race/Ethnicity- page 228
WHAT IS ETHNICITY? HOW IS IT
DIFFERENT THAN RACE?
1. ETHNICITY: identity with a
group of people who share
the cultural traditions of a
particular homeland or
hearth.
1.
customs, cultural
characteristics, language,
common history, homeland,
etc...
Turkish
Armenian
Puerto
Rican
2. RACE: a socially created
system of rules about who
belongs and who does not
belong to a particular group
based on actual or perceived
commonality of origin, race,
culture. This notion is clearly
tied to place.
Mongolian
Japanese
Thai
Chinese
ETHNIC CLUSTERING: REGIONAL SCALE
Within a country, clustering of ethnicities
may occur on a regional scale, or within
particular neighborhoods of cities.
Regional In the U.S., African Americans are clustered in the
Southeast
 Hispanics in the Southwest
 Asians in the West
 Native Americans in the S.W. and Great Plains.
WHY?!
ETHNIC CLUSTERING: URBAN SCALE
Within cities:
 African Americans and Hispanics are highly
clustered
 Ex- In Detroit, African Americans comprise 80% of the pop,
but only one-fourteenth the pop of the rest of Michigan.
 The distribution of Hispanics in northern cities is similar
to that of African Americans, for instance NYC is ¼
Hispanic, but only 1/16th the rest of New York.
 Why are they distributed in this manner?
 Think about our industry unit…
CHICAGO ETHNIC NEIGHBORHOODS
INTERNATIONAL MIGRATION

Forced Migration from Africa


Triangular Slave Trade
Voluntary Migration

From Latin America and Asia
INTERNAL MIGRATION OF AFRICAN AMERICANS
 Interregional Migration
 Post Civil War- Sharecroppers
 Works fields rented from the landowner and pays the rent by giving a
share of the crops to the landowner
 Any start up material needed, was also exchanged for crops
 Landowners usually forced cotton and tobacco fields - not something one
could eat
 This system lasted until new machinery took their jobs in the early
20 th Century
 1910’s/1940’s- waves of immigration
 The world wars opened up industry jobs in cities
 Men were in the war and left open jobs
 War material needed- more men needed in factories
INTERNAL MIGRATION OF AFRICAN AMERICANS
 Intraregional Migration
 Within cities and metropolitan areas
 New African Americans who migrated to cities joined neighborhoods
where other African Americans were already living (What type of
migration)
 These areas became known as ghettos, named after neighborhoods Jews were
forced to live in the Middle Ages
 Ghettos expanded as needed, when more African Americans arrived
 Expansions followed major roads/railways
 High population densities, lacked bathrooms, kitchens, hot water, and heat
 “White Flight”
 Whites emigrated in anticipation of ghetto expansion
 Blockbusting
 Real estate agents would convince white home owners to sell their houses, often at a loss, because
black families would soon be moving to the area
 The real estate agents would turn around and sell the houses to black families at a higher pricefamilies that were desperate to escape the ghettos.
SEGREGATION BY ETHNICIT Y AND RACE
 Separate but Equal in the U.S.
 Plessy v. Ferguson
 Upheld Louisiana law that separate rail
cars was Constitutional, if it provided
separate yet equal treatment of whites and
blacks
 Jim Crow Laws
 Brown v. Board of Education of Topeka,
Kansas (1954)
 No matter how the facilities, separation
based on race was inherently unequal
 Brown v. Board of Education of Topeka,
Kansas (1955)
 Desegregation must be done with
deliberate speed
SOUTH AFRICA
 Apartheid- the physical, and legal, separation of different
races into different geographic areas
 At birth, classified into one of four races: black, white, colored, or
Asian
 Determined where you could live, attend school, work, shop, and own
land
 Blacks were restricted as to occupation and were paid lower wages
than whites
 System came about from Afrikaners (Boers, Dutch Settlers in
South Africa) who took over the government from the British
in 1948
 Many other colonized African countries were giving control back to
the indigenous Africans
 The apartheid laws were repealed in 1991 in South Africa, but
many years will be needed to erase the legacy of such racist
policies
 Majority are black South Africans
 White South Africans still make 10 times more
AS I ENTER #1 – COMPLETE THIS RIGHT
NOW.
As I Enter… 4.29.2015
 Think About It/ Write It Down
 Analyze this picture to determine how this depicts spatial interaction among
races in the U.S. at that time. Answer should be written in paragraph form.
Use the questions below to help create an outline. Place final answer on the
answer sheet
“The Problem We All Live With”
by Norman Rockwell




What
What
What
What
do you literally see in this picture?
symbols can you identify? (Colors, words, actions)
items help put this picture into context?
is the artist’s overall message with this picture?
AS I ENTER #2 “THE PROBLEM WE ALL
LIVE WITH”
 Analyze this picture to determine how this depicts spatial
interaction among races in the U.S. at that time.
•
•
•
•
What do you
literally see in this
picture?
What symbols can
you identify?
(Colors, words,
actions)
What items help
put this picture
into context?
What is the artist’s
overall message
with this picture?
AGENDA
 Choose one topic (U.S. or South Africa to create a Storyboard
Cartoon and complete a paragraph )
 Storyboard should have a character traveling through and area
and depict the main ideas of segregation by race
 Storyboard and paragraph are due tomorrow
As I Enter…4.30.2015
 Think About It/ Write it Down
 Explain, using at least 2 specific examples, how the legal segregation of
races in South Africa contributed to lack of spatial interaction?
 (Do not treat these as question/answer format, but as guiding questions in your
answer- what was the legal segregation called? How did this lead to a lack of
interaction between the races?)
 Agenda
1.Ethnic Cleansing/Genocide
1.Balkans
2.Rwanda
1. We won’t cover Sudan in class but you should still be familiar with it.
2.HOMEWORK: Continue working on
1.As I Enters
2.Storyboard
3.Reflection from 16 th Man
4.Essay from the reading(s) distributed on Monday
5.Rwanda Reading and Questions
As I Enter… 4.30.2015 (Part 2)
 Think About It/ Write It Down
 In what way is Nationalism a centripetal force? How can a leader of a
country use nationalism to unify its people?
WHY DO ETHNICITIES CLASH?
When different ethnicities compete to rule
the same region or nationality.
When ethnicities are divided among more
than one state.
 India/Pakistan (East Pakistan became Bangladesh
in 1971)
 As a result of the partition, millions of Hindus had
to migrate from the Pakistanis, and Muslims had to
migrate from India.
 500,000 to 1,000,000 casualties (Hindus, Muslims and
Sikhs)
WHAT IS ETHNIC CLEANSING?
 Ethnic cleansing- the process in which a more powerful
ethnic group forcible removes a less powerful one in order
to create an ethnically homogeneous region.
 Probably the best example is WWII in which millions of Jews,
gypsies, and other ethnicities were forcibly moved to concentration
camps, where most were exterminated. – But it is not the only
one…
THE BALKANS
 When Yugoslavia was one country, encompassing
multiple ethnicities, dissent was kept under control.
 The beginning of the conflict
 Yugoslavia breaks into six republics, the boundaries did not
align with the boundaries of the five largest nationalities, and
ethnicities fought to redefine the boundaries.
 In Bosnia and Kosovo, ethnic cleansing was used to
strengthen certain nationalities’ cases for autonomy.
 Millions of ethnicities were forcibly removed from their homes, and
marched elsewhere, or simply killed.
 Similar ethnic cleansing occurs in Central Africa betwixt the
Hutus and Tutsis.
BALKANIZATION MOVING MAP
 Balkanized- used to describe a small geographic
area that could not successfully be organized
into one or more stable states because it was
inhabited by many ethnicities with complex,
long-standing antagonisms toward each other.
 Balkanization- the process by which a state
breaks down due to conflicts among its
ethnicities.
 Led directly to WW I (what happened?)
 Belief that only peace can come from ethnic cleansing
• Snipers would hide
in the surrounding
buildings and hotels
and shoot
Parliament
members going to
work.
QUICK 2 MINUTE VIDEO ON THE
ATROCITIES…
 Ethnic Cleansing - disturbing images.
RWANDA
What lead to the genocide in 1994?
What effects did imperialism have on the ethnic
conflict?
LOCATION
COLONIAL HISTORY-THE BASICS
• 1884 - The region that became the country of
Rwanda was given to Germany in the Berlin
Conference.
• 1890s - German Colonists found a centrally
governed and efficiently run country made up
of people who shared a common culture,
language and religious beliefs.
• 1921 - After World War I, Belgium gained
control of Rwanda and issues identity cards
for ethnicities (Hutu and Tutsi)
ETHNIC GROUPS
•
•
•
•
Tutsi = Belgian
favored minority –
given better social
class when under
colonial rule
Hutu = Ethnic
majority. Belgians
eventually favor
them when Tutsi’s
push for
independence in
1959
Twa = 3 rd party
For most of
colonialism, Tutsi
are preferred. On
the eve of
independence,
Belgians favored
Hutu majority
 Pre-Colonial
• Rwanda was a highly
centralized kingdom
presided over by Tutsi
kinds who hailed from one
ruling clan.
• Chiefs were
predominantly, but not
exclusively, Tutsi
• Relationship between the
ordinary Hutu, Tutsi and
Twa was one of mutual
benefit mainly through
exchanges of their labor
• Germans first colonial
conquerors, begin to set
up the disparity between
the groups
COLONIALISM
 1918 Under the Treaty of Versailles, the former
German colony of Rwanda-Burundi is made a UN
protectorate to be governed by Belgium.
• The two territories are administered separately
under 2 Tutsi monarchs.
• Germany and Belgium turned the traditional Hutu Tutsi relationship into a class system. The minority
Tutsi (14%) are favored over the Hutus (85%) and
given privileges and a western-style education.
• The Belgians used the Tutsi minority to enforce their
rule
How?
In order to do this, the
colonists created a strict
system of racial
classification.
Both the Belgians and the
Germans, influenced by racist
ideas, thought that the Tutsi
were a superior group
because they were more
“white” looking
BELGIAN
RULECREATING
RACE AND
DIFFERENCES
Why do you think
Belgium separated
the unified
population into 3
separate groups?
• The Hutus, who make up
about 85% of Rwanda’s
population, were denied
higher education, land
ownership and positions
in government. By the
1950s, their resentment
had grown.
• WHY do you think the
Belgians and Germans
saw Tutsi as natural
rulers and superior? How
did they justify their
actions?
BELGIAN
RULECREATING
RACE
 The colonists
believed that
the Tutsi were
natural rulers,
so they put
only Tutsis into
positions of
authority and
discriminated
against Hutus
and Twa.
BEFORE/AFTER-INFLUENCE OF COLONIAL
RULERS
BEFORE/AFTER-INFLUENCE OF COLONIAL
RULERS
BEFORE/AFTER-INFLUENCE OF COLONIAL
RULERS
1926: Belgians
introduce a
system of ethnic
identify cards
differentiating
Hutus from Tutsi
BEFORE/AFTER-INFLUENCE OF COLONIAL
RULERS
BEFORE/AFTER-INFLUENCE OF COLONIAL
RULERS
GROWING TENSIONS DURING INDEPENDENCE
1959
Hutus rebel
against the
Belgian
colonial
power and
the Tutsi
elite;
150,000
Tutsis flee
to Burundi
1960
Hutus win
municipal
elections
organized
by Belgian
colonial
rulers
1961-1962
Belgium withdraws
from colony.
Rwanda and
Burundi become
two separate and
independent
countries. A Hutu
revolution in
Rwanda installs a
new president,
Gregoire
Kayibanda; fighting
continues and
thousands of Tutsis
are forced to flee.
In Burundi, Tutsis
remain in power.
1963 Further
massacre of
Tutsis, this
time in
response to
military
attack by
exiled Tutsis
in Burundi.
More
refugees
leave the
country. By
mid 1960s,
half of the
Tutsi
population is
living outside
Rwanda.
GROWING TENSIONS DURING INDEPENDENCE
1967: Renewed massacres
of Tutsis
1973:
Purge of Tutsis from
universities. Another
outbreak of killings directed
at the Tutsi community.
General Juvenal
Haybarimana, seizes power,
pledging to restore order. He
sets up a one-party state. A
policy of ethnic quotas is
entrenched in all public
service employment; Tutsis
are restricted to nine percent
of available jobs
GROWING TENSIONS DURING INDEPENDENCE
1975: Habyarimana’s political party,
the National Revolutionary Movement
for Development (NRMD) is formed.
Hutus from the president’s home area
of northern Rwanda are given
overwhelming preference in public
service and military jobs. This pattern
of exclusion of the Tutsis continues
through the 1970s and 1980s
GROWING TENSIONS DURING INDEPENDENCE
1986: In Uganda, Rwandan
exiles are among the
victorious in overthrowing the
dictator Milton Obote. The
exiles then form the Rwanda
Patriotic Front (RPF), a Tutsi
dominated organization.
1989: Coffee prices collapse
causing severe economic
hardship in Rwanda
GROWING TENSIONS DURING INDEPENDENCE
July 1990: Under
pressure from
Western aid
donors,
Habyarimana
concedes the
principle of multiparty democracy
Oct 1990: RPF
guerrillas invade
Rwanda from
Uganda. After
fierce fighting in
which French and
Zairean troops are
called in to assist
the gov’t, a ceasefire is signed on
March 29, 1991
1990-1991 The
Rwandan army
begins to train and
arm civilian
militias known as
Interhamwe. For
the next 2 years,
Habyarimana
stalls on
establishing the
multi-party
system.
MOVING TOWARDS THE 100 DAYS
1990/1991:
Thousands of Tutsis
are killed in
separate
massacres around
the country.
Oppositions
politicians and
journalists are
persecuted.
Nov 1991:
Prominent Hutu
activist Dr. Leon
Mugesera appeals
to Hutus to send the
Tutsis “back to
Ethiopia”
-up the river
-cockroaches
Feb 1993:
RPF launches a
fresh offensive and
the guerrillas reach
the outskirts of
Kigali.
French forces are
again called in to
help the
government side.
Fighting continues
for several months
MOVING TOWARDS THE 100 DAYS
August 1993:
Following months of
negotiations, Habyarimana
and the RPF sign a peace
accord the allows for the
return of refugees and
coalition Hutu-RPF
government. 2500 U.N. troops
are deployed in Kigali to
oversee the implementation of
the accord
Sept 1993-Mar 1994:
President Habyarimana
continues to stalls on setting
up a power-sharing gov’t.
Training of militias intensifies.
Extremist radio station, Radio
Millie Collines, begins
broadcasting exhortations to
attack the Tutsis. Human
rights groups warn the
international community of
impending calamity
MOVING TOWARDS THE 100 DAYS-THE KILLING
BEGINS
March 1994:
Many Rwandan human rights
activists evacuate their
families from Kigali believing
massacres are imminent
April 6, 1994:
President Habyarimana and
the president of Burundi are
killed when Habyarimana’s
plane is shot down near Kigali
Airport. Extremists, suspecting
that the president is finally
about to implement the
Arusha Pease Accords, are
believed to be behind the
attack. That night the killing
begins.
Causes – Social
 Regional Instability
• 1957 Hutu Emancipation
Movement
• First Congo War, 1996-97
• Second Congo War,
1998-2003
• Large numbers of Tutsi
refugees in Uganda
joined the victorious rebel
National Resistance
CAUSES-ECONOMIC
 Growth in ’70s and ’80s but
dependent on:
 Coffee
 Aid
Rwandan GDP per capita (constant 2000 US$)
[source: World Development Indicators]
350
300
250
200
150
100
50
0
64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94
19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
Who is who….
U.N. General
Romeo Dallaire
Had early intel
about
extermination
lists
Warned Hutu
militia was
going to attack
UN and wipe out
peace process
Who is who….
 Hutu Extremists
 RTLM – Radio station, extreme “Hutu Power”
• Claimed “These Tutsi cockroaches are out to kill us.
Do not trust them…we Hutu’s must act first! Every
Hutu must join together to rid Rwanda of these Tutsi
cockroaches! Hutu Power! Hutu Power! ”
 Other Hutu’s keep a “list” of who is Tutsi
Who is who….
 Interhamwe
 Extremist Hutu Thugs – Roam streets of Rwanda with
death lists- trained militia, made up of disenfranchised
young men who were dissatisfied with their lack of
opportunities
 Did not like Rwandan presidents attempt to make peace
with RPF and Kigame
Who is who….
 Tutsi
• RPF-Rwandan Patriotic Front-based in Uganda, Tutsi
Rebels in Uganda – Threaten to invade if Tutsi’s hurt
• Paul Kigame: commands the rebel forces (will eventually
end the genocide)
THE PLANE CRASH
 Started with a plane
crash (April 6,
1994)
 2 Presidents
killed
 Juvenal
Habyarimana
(Rwanda)
 Cyprian
Ntayamira
(Burundi)
 Two men were in
Rwanda trying to
end bloody
clashes between
Hutu and Tutsi
THE PLANE CRASH
 Hutu extremists
are considered
responsible for the
crash though
Hutus-Interhamwe
and RTLM blame
Tutsi
 President of
Rwanda was about
to sign a Peace
Accord
 The extremists
disapproved
 Killed Hutu president
Habyaramina
THE PLANE CRASH-KILLING BEGINS
THAT NIGHT
 The Rwandan Armed
Forces (FAR) and Hutu
militia (Interhamwe)
begin killing Tutsis
and Hutu moderates
THE PLANE CRASH-KILLING BEGINS
THAT NIGHT
Roadblocks set up to capture Tutsis and
Hutu moderates
Machetes are the weapon of choice for
killings- cheap!
HATE
 Heard on the radio….
 “Kill them, kill them, kill them all; kill them big
and kill them small! Kill the old and kill the
young…a baby snake is still a snake, kill it too, let
none escape! Kill them, kill them, kill them all ”
 “These Tutsi snakes are hiding in grass and
bushes…so make sure that you have your
machetes ready to chop the snakes in half…the
child of a snake is a snake so kill it too ”
 Friends, neighbors, teachers chanting this phrase
as the killings take place
What was the role of media in the violence?
HATE
HELP?
The role of the U.N.
Forbidden to intervene
Only allowed to
“monitor” the situation
HELP?
The role of the U.N.
• Told Dallaire to NOT use
any force
• Did not want another
“Mogadishu”
• Unsure of accuracy of
intel
• Did not believe that
conflict would rise to
level it did
Mogadishu….
anyone see ‘Black
Hawk Down’? –
movie trailer
HELP?
The killing of
Belgian soldiers
10 Belgian soldiers
who work for the
United Nations
 Guarding the Hutu
prime minister at his
home
 Hutu radicals kill him
and the Belgian
soldiers
THE END
Ended with a rebel
victory
Rwandan Patriotic
Army chase out
FAR (Tutsis)
Genocide ended
with their victory
800,000 people
killed
THE END
Problems
 As Tutsi refugees move
back into Rwanda,
Hutu people, fearing
revenge, move to
neighboring countries
 Schools and
infrastructure
destroyed
 Bodies everywhere
 Social conditions and
trust between people
eradicated
Questions…was it genocide
 The Question of Genocide
 Definition:
 any of the following acts
committed with intent to destroy,
in whole or in part, a national,
ethnical, racial or religious group,
as such:
 (a) Killing members of the group;
 (b) Causing serious bodily or mental
harm to members of the group;
 (c) Deliberately inflicting on the group
conditions of life calculated to bring
about its physical destruction in whole
or in part;
 (d) Imposing measures intended to
prevent births within the group;
 (e) Forcibly transferring children of the
group to another group.
 One or Two?
 Elimination of Tutsis was
an explicit goal
 Massacres of Hutus not
part of an elimination plan
 Or Zero?: Are Hutu and
Tutsi ethnic groups?
 Did colonial rulers
establish race?
Causes…
 Historical Relations
 Pre-colonial




Origins: the wrong question
Feudal relations, with reciprocal obligations
Violable boundary
Core-periphery more relevant
 Colonial




Germans: racialist ideology
Belgians: indirect rule
No reciprocality, Rigid boundaries (ID cards)
Late switch: “Hutu Revolution”
 Post-Colonial
 Purges, exile, and the triumph of extremism
Causes…
 Political Instability
Economic reform program
 Effect: less tolerance of corruption
 Pressure for democratization
 Effect: Moderate alternative to MNRD
 Effect: Extremist fear of moderation
 Effect: Majoritarianism without bounds -- ‘ Rubanda
Nyamwishi ’
 RPF Invasion
 Effect: Fulfills prophecies of Tutsi aggression
 Effect: ≈ 1 million Internally Displaced Persons (mostly Hutu)
Causes…
Theory
 Find a governing coalition based on moderates
 Use regional pressure to enforce peace
 UN force to keep peace until new govt. sits
Reality
 Extremists’ exclusion breeds desperation
 Regional powers weak and/or interested
 UN force underpowered
Causes…
Arusha Process
Burundi
 From Model to Coup
 UN Mission for Rwanda (UNAMIR)
 Recommended: about 10,000 a.s.a.p.
 Proposed: 5200 starting 9/93
 Actual:
 no one before 10/93
 minimal equipment before 1/94
 Maximum force of 2500 (in April 1994)
INTERNATIONAL CONNECTIONS
 United Nations
 Ten Belgians killed immediately
 Forces (mostly) withdrawn, 4/20/94
 UNAMIR II
 United States
 Denial
 Non-cooperation
 Obstruction of UNAMIR II
 France
 Clearly on FAR/interim government side
 Intervention: Operation Turquoise
 Effect: genocidaires escape to Zaire
 Africa
 No force to muster
POST GENOCIDE
 ICTR
 First Genocide Conviction
 First recognition of rape as
an offense of genocide
 60+ indictments
 Rwandan courts
 125,000 detainees
 2000 cases handled after 4
years
POST GENOCIDE
The Challenges
 Communities, neighbors, families – a nation
Truth and reconciliation?
Eradication of ethnic distinctions
 Viability
 Countervailing tendency: use of genocide
experience as source of legitimacy
 Cynical view: use of ‘divisiveness’ accusation to
consolidate power
POST GENOCIDE
 Rwanda today, 20 years later…
 http://news.bbc.co.uk/2/shared/spl/hi/africa/
04/photo_journal/rwanda/html/1.stm
 http://topics.nytimes.com/top/news/internation
al/countriesandterritories/rwanda/genocide/in
dex.html
 http://www.nytimes.com/video/world/africa/1
00000002811457/20th-anniversary-ofrwanda-genocide.html
 http://www.nytimes.com/interactive/2014/04/
06/magazine/06-pieter-hugo-rwandaportraits.html?_r=0
As I Enter… 5.1.2015
 Think About It/ Write It Down
 94%- AP Human Geography Style! SILENTLY, without communication,
write down the first 5 words/phrases when you hear the word:
ETHNICITY. Place the words on your answer sheet and then on
individual post-its. Bring the post-its to the front of the room and we
will determine the top answers from the class. The goal is to get 94%
matching.
 Agenda
1.30 for 30: Once Brothers
As I Enter… 5.4.2015
 Think About It/ Write It Down
 94%- AP Human Geography Style! SILENTLY, without communication,
write down the first 5 words/phrases when you hear the word:
GENOCIDE. Place the words on your answer sheet and then on
individual post-its. Bring the post-its to the front of the room and we
will determine the top answers from the class. The goal is to get 94%
matching.
 Agenda
1.Finish 30 for 30, Once Brothers
2.Homework: Reflection paragraph
As I Enter… 5.5.2015
 Think About It/ Write It Down
 Mini FRQ (Still needs to be created
 Agenda
1. Wrap up Ethnicity and Race