The ‘Hutu Ten Commandments’
as published in Kangura, No. 6
(December 1990)
1. Every Hutu must know that the Tutsi woman, wherever she may be, is working for the
Tutsi ethnic cause. In consequence, any Hutu is a traitor who:
- Acquires a Tutsi wife;
- Acquires a Tutsi concubine;
- Acquires a Tutsi secretary or protégée.
2.Every Hutu must know that our Hutu daughters are more worthy and more
conscientious as women, as wives and as mothers. Aren’t they lovely, excellent
secretaries, and more honest!
3.Hutu women, be vigilant and make sure that your husbands, brothers and sons see
reason.
4. All Hutus must know that all Tutsis are dishonest in business. Their only goal is ethnic
superiority. We have learned this by experience from experience. In consequence, any
Hutu is a traitor who:
- Forms a business alliance with a Tutsi
- Invests his own funds or public funds in a Tutsi enterprise
- Borrows money from or loans money to a Tusti
- Grants favors to Tutsis (import licenses, bank loans, land for construction, public
markets...)
5. Strategic positions such as politics, administration, economics, the military and
security must be restricted to the Hutu.
6. A Hutu majority must prevail throughout the educational system (pupils, scholars,
teachers).
7. The Rwandan Army must be exclusively Hutu. The war of October 1990 has taught us
that. No soldier may marry a Tutsi woman.
8. Hutu must stop taking pity on the Tutsi.
9. Hutu wherever they be must stand united, in solidarity, and concerned with the fate of
their Hutu brothers. Hutu within and without Rwanda must constantly search for friends
and allies to the Hutu Cause, beginning with their Bantu brothers.
Hutu must constantly counter Tutsi propaganda.
Hutu must stand firm and vigilant against their common enemy: the Tutsi.
10. The Social Revolution of 1959, the Referendum of 1961 and the Hutu Ideology must
be taught to Hutu of every age. Every Hutu must spread the word wherever he goes. Any
Hutu who persecutes his brother Hutu for spreading and teaching this ideology is a
traitor.
By Gregory H. Stanton, President, Genocide Watch
Classification Symbolization Dehumanization Organization Polarization Preparation
Extermination Denial
Genocide is a process that develops in eight stages that are predictable but not inexorable. At
each stage, preventive measures can stop it. The process is not linear. Logically, later stages
must be preceded by earlier stages. But all stages continue to operate throughout the process.
1. CLASSIFICATION: All cultures have categories to distinguish people into “us and them” by
ethnicity, race, religion, or nationality: German and Jew, Hutu and Tutsi. Bipolar societies that
lack mixed categories, such as Rwanda and Burundi, are the most likely to have genocide. The
main preventive measure at this early stage is to develop universalistic institutions that transcend
ethnic or racial divisions, that actively promote tolerance and understanding, and that promote
classifications that transcend the divisions. The Catholic church could have played this role in
Rwanda, had it not been riven by the same ethnic cleavages as Rwandan society. Promotion of a
common language in countries like Tanzania has also promoted transcendent national identity.
This search for common ground is vital to early prevention of genocide.
2. SYMBOLIZATION: We give names or other symbols to the classifications. We name people
“Jews” or “Gypsies”, or distinguish them by colors or dress; and apply the symbols to members of
groups. Classification and symbolization are universally human and do not necessarily result in
genocide unless they lead to the next stage, dehumanization. When combined with hatred,
symbols may be forced upon unwilling members of pariah groups: the yellow star for Jews under
Nazi rule, the blue scarf for people from the Eastern Zone in Khmer Rouge Cambodia. To combat
symbolization, hate symbols can be legally forbidden (swastikas) as can hate speech. Group
marking like gang clothing or tribal scarring can be outlawed, as well. The problem is that legal
limitations will fail if unsupported by popular cultural enforcement. Though Hutu and Tutsi were
forbidden words in Burundi until the 1980’s, code-words replaced them. If widely supported,
however, denial of symbolization can be powerful, as it was in Bulgaria, where the government
refused to supply enough yellow badges and at least eighty percent of Jews did not wear them,
depriving the yellow star of its significance as a Nazi symbol for Jews.
3. DEHUMANIZATION: One group denies the humanity of the other group. Members of it are
equated with animals, vermin, insects or diseases. Dehumanization overcomes the normal
human revulsion against murder. At this stage, hate propaganda in print and on hate radios is
used to vilify the victim group. In combating this dehumanization, incitement to genocide should
not be confused with protected speech. Genocidal societies lack constitutional protection for
countervailing speech, and should be treated differently than democracies. Local and
international leaders should condemn the use of hate speech and make it culturally unacceptable.
Leaders who incite genocide should be banned from international travel and have their foreign
finances frozen. Hate radio stations should be shut down, and hate propaganda banned. Hate
crimes and atrocities should be promptly punished.
4. ORGANIZATION: Genocide is always organized, usually by the state, often using militias to
provide deniability of state responsibility (the Janjaweed in Darfur.) Sometimes organization is
informal (Hindu mobs led by local RSS militants) or decentralized (terrorist groups.) Special army
units or militias are often trained and armed. Plans are made for genocidal killings. To combat this
stage, membership in these militias should be outlawed. Their leaders should be denied visas for
foreign travel. The U.N. should impose arms embargoes on governments and citizens of
countries involved in genocidal massacres, and create commissions to investigate violations, as
was done in post-genocide Rwanda.
5. POLARIZATION: Extremists drive the groups apart. Hate groups broadcast polarizing
propaganda. Laws may forbid intermarriage or social interaction. Extremist terrorism targets
moderates, intimidating and silencing the center. Moderates from the perpetrators’ own group are
most able to stop genocide, so are the first to be arrested and killed. Prevention may mean
security protection for moderate leaders or assistance to human rights groups. Assets of
extremists may be seized, and visas for international travel denied to them. Coups d’état by
extremists should be opposed by international sanctions.
6. PREPARATION: Victims are identified and separated out because of their ethnic or religious
identity. Death lists are drawn up. Members of victim groups are forced to wear identifying
symbols. Their property is expropriated. They are often segregated into ghettoes, deported into
concentration camps, or confined to a famine-struck region and starved. At this stage, a
Genocide Emergency must be declared. If the political will of the great powers, regional alliances,
or the U.N. Security Council can be mobilized, armed international intervention should be
prepared, or heavy assistance provided to the victim group to prepare for its self-defense.
Otherwise, at least humanitarian assistance should be organized by the U.N. and private relief
groups for the inevitable tide of refugees to come.
7. EXTERMINATION begins, and quickly becomes the mass killing legally called “genocide.” It is
“extermination” to the killers because they do not believe their victims to be fully human. When it
is sponsored by the state, the armed forces often work with militias to do the killing. Sometimes
the genocide results in revenge killings by groups against each other, creating the downward
whirlpool-like cycle of bilateral genocide (as in Burundi). At this stage, only rapid and
overwhelming armed intervention can stop genocide. Real safe areas or refugee escape corridors
should be established with heavily armed international protection. (An unsafe “safe” area is worse
than none at all.) The U.N. Standing High Readiness Brigade, EU Rapid Response Force, or
regional forces -- should be authorized to act by the U.N. Security Council if the genocide is
small. For larger interventions, a multilateral force authorized by the U.N. should intervene. If the
U.N. is paralyzed, regional alliances must act. It is time to recognize that the international
responsibility to protect transcends the narrow interests of individual nation states. If strong
nations will not provide troops to intervene directly, they should provide the airlift, equipment, and
financial means necessary for regional states to intervene.
8. DENIAL is the eighth stage that always follows a genocide. It is among the surest indicators of
further genocidal massacres. The perpetrators of genocide dig up the mass graves, burn the
bodies, try to cover up the evidence and intimidate the witnesses. They deny that they committed
any crimes, and often blame what happened on the victims. They block investigations of the
crimes, and continue to govern until driven from power by force, when they flee into exile. There
they remain with impunity, like Pol Pot or Idi Amin, unless they are captured and a tribunal is
established to try them. The response to denial is punishment by an international tribunal or
national courts. There the evidence can be heard, and the perpetrators punished. Tribunals like
the Yugoslav or Rwanda Tribunals, or an international tribunal to try the Khmer Rouge in
Cambodia, or an International Criminal Court may not deter the worst genocidal killers. But with
the political will to arrest and prosecute them, some may be brought to justice.
© 1998 Gregory H. Stanton. Originally presented as a briefing paper at the US State Department
in 1996.
Name:
Case Study: Hutu and Tutsi in Rwanda and Burundi
1) Define otherness (one aspect must focus on criteria)-
2) How different does a person have to be before being classified as other? Set a
criteria for the US or Western Hemisphere.
3) How important is the degree of similarities and differences? Why?
4) Is nationality or ethnicity a genetic, cultural, territorial or psychological
phenomenon?
Read Overview
5) Jot down elements of ethnic conflict below:
What Role has Ethnicity Played?
6) What makes a Hutu?
7) What makes a Tutsi?
8) After comparing the criteria above, determine if ethnicity is genetic, social,
political, cultural, territorial or psychological.
What Role has History Played?
9) How has history defined both groups?
Hutu
Tutsi
10) After comparing the criteria above, determine if ethnicity is genetic, social,
political, cultural, territorial or psychological.
11) What role did colonialism play? That damn Berlin Conference and World War I.
12) Think about the maps we shaded in a few classes ago. What is the connection?
13) Why would the Hutu want to overthrow the Belgian supported Tutsi? Was this a
valid reason? At what point does genocide become protecting one’s own self
interest from a perceived threat?
14) What role does nationalism and the idea of a revolutionary vanguard play?
What Role did Leadership Play?
15) What was Habyarimana’s goal? What was he?
16) What form of government did he operate?
17) Did his government encourage or discourage ethnic tension?
Timeline 1926-1964
18) Why did the Tutsi elite flee Rwanda in 59?
19) What do you think the goal of the Tutsi guerillas would be?
20) Why did the Hutus respond drastically during 1964?
Timeline 1973-1993
21) What is the goal of the RPF?
22) What motivated government policies during this time?
23) How did Habyarimana institute contradictory policies?
Timeline 1994-1995
24) How did Habyarimana’s assassination create further complications?
25) How did militias and the Presidential Guard impact the situation?
26) How does this reading support the yearly themes of this class?
27) Use the reading to defend the quote below.
"We dead, we dead are a vaster army
Than those on land, than those at sea!
And all our loves and hates and strifes
Still flow above us in mortal veins."
C.S. Meyer
Name:
Hotel Rwanda
I am going to assume that the majority of you have watched this movie in Global
Studies. Therefore, if you are watching this movie for a second time, the movie
should have a different meaning to you after studying the historiography of genocide.
1) Identify aspects of the following:
Long Term Hatred
Propaganda
Buying into Ideology
Process
Victim, Perpetrators and Bystanders
2) What responsibility did the UN have to the people of Rwanda?
3) What role did the ½ play in the movie? By ½ I mean a combination of Hutu and
Tutsi similar to ½ German and Jew.
4) After studying genocide for a few months, what aspects of genocide
historiography does this movie touch on?
5) How are you looking for different issues in this movie as a result of taking this
class?
Historiography: How historians analyze and write history about a certain topic. For example, the historiography of the Civil War
in America focuses on constant elements that when combined tell the story of the Civil War. Thus the Civil War historiography
focuses on slavery, differences between North and South as well as 1800 politics.
Name:
1) Define pregnancy of war.
Bastards of Rwanda
2) Does rape count as process?
3) What if the victim of rape is left to survive?
4) How did women deal with their children?
5) How should Rwanda teach about their genocide? Compare to Final Cut and our first
Socratic seminar.
From Court Convicts Three
6) Are these individuals guilty?
7) Did the individuals actually kill anyone? Did Hitler?
8) The article is very critical of the international reaction. If it was possible to hold the
international community accountable, then should this group also be on trial?
Name:
Task: Locate map A and pretend you are at a meeting with two other nations. Your task is to divide up that
land between the three groups. You can color the dividing lines or create a symbol. While completing this
task the following issues need to be addressed:
1-What people possibly live on this land?
2-How will these people be different from your kind?
3-What will you do with the native population?
4-How will you protect your interest in this region? Your interest could be economic
and/or imperial.
5-How will you govern this area?
6-How will you protect this area?
7-What are the pros and cons of your plan?
8-What is your overall conclusion? Now move on to maps B and C and address the same
issues.
Name:
Rwanda Leader & Rwanda Plane Crash Articles
1) What did Kagame have to gain?
2) What was the cost?
3) Consider the French connection. What role did global politics play in the genocide?
4) What about the Cambodian Genocide?
Rwanda Probing Plane Crash
5) What new evidence was uncovered?
Rwanda Suspect Caught in France
6) Why France?
Looking Back
7) Why does the writer focus on the UN and US role?
Name:
Colonial Rule in Africa
1) What was the difference between British and French rule?
2) What was/is the pro and con of each?
3) Why line 7
4) Be prepared to discuss the questions mentioned in paragraph 3.
Name:
Chapter 25
1) Describe the changing relationship between Africa and Europe.
2) Did colonialism help or hurt the development of Africa? Defend.
3) Locate references to assimilation in the reading.
Name:
Rwanda Witness
1) Connect Somalia to the end of the Vietnam War.
2) What evidence cited supports the UN as perpetrator or bystander?
3) How does the author address radio propaganda and the killing of the president?
4) PTSD
5) How will your god or humanity judge Dallaire’s actions?
6) Consider the last paragraph. What do you think Dallaire would do differently if he could go back
to that time period?
A Good Man in Hell
7) What are your thoughts on nations not having friends just self interests?
7) What was the UN job/mission?
8) Define presidential proposition.
Sometimes entertainment takes from history and acts like a commentary on later times. The
following list explains this idea:
War of the Worlds-Addresses the issue of colonialism and the idea of rejecting this
foreign policy.
Chicken run-indirect storyline that deals with the Holocaust.
Star Wars III Revenge of the Sith-Balance of power falls into the wrong hands after crisis
allows government more powers (think Hitler and the Reichstag).
Your task is to create a creative story that focuses on genocide. At this point, you should be able
to identify yearly themes that are similar in the genocides we have studied. Your story must
address eight of the following themes:
Conditions-Does genocide take place during a certain crisis? Think about the role of the Vietnam
War or the Treaty of Versailles as issues that created conditions.
Political power struggle-Think about the Weimar Republic, the Young Turks or the Tutsi/Hutu
political struggle.
Assimilation-Identify a group that has a perceived refusal to accept the norms of the majority.
Think Jews not assimilating into German society.
Yearly themes (long term hatred, belief in cause justification ideology, propaganda, process and
allowing atrocities).
Outcome-How does your story end? Will it be total slaughter or justice?
DenialThe “other”
NationalismInternational response
Following orders
Perpetrator, victim, bystander and hero
Character names that reference historic figures-The show Lost has a character name Locke and
Rousseau. Both were philosophers writing about man in the state of nature. Hence Lost is a show
about plane crash survivors trying to live without a set of laws. Your characters should reference
historic figures.
Rubric:
Creativity
Tells original story
Uses a minimum of ten of the themes listed above
Story projects an understanding of yearly themes
Oral presentation about your project? What did you produce?
Format
1-Comic book
2-Collection of poems with visuals and maps
3-Documentary
4-Video game that will tell the story of the genocide. This format
assumes the genocide was a success. Therefore, the game is a piece of
propaganda and a lesson. Video game must include a box, CD and
directions.
5-Creative story
6-Research Essay-Pretend you have researched your genocide and
turn in a fake essay with fake sources.
7-Memorial website-You are designing a memorial site that will
inform the visitor about the history using maps and other visual aids.
A collection of memorial images should also be a part of this task.
Do Not
1-Turn in a cute type story of a crayon genocide or bears. Your
story must involve human beings.
2-Your story must take place during a stage of imperialism, war
or a decline of society. In other words, create a historic context
for your story.
Zero Game The White House May 3, 1994
1) How is the Cold War viewed and why?
2) What restricted the UN from doing its job?
3) How does lines 8-9 sum up the idea of a power vacuum?
4) Why build up public and congressional support?
5) Which would be the better organization to deal with genocide?
US
6) What are the pros and cons of a US genocide intervention?
7) What was the presidential directive?
8) Why was the directive issued?
9) How did the US undermine UN objectives? Line 25.
10) Conclusion:
11) Role of the Cold War
UN
Name:
1)
How does the author describe the Parmehutu?
2)
What was the motivation for the 1972 coup?
3)
What was the importance of 6 April 1994?
4)
What is the aim of this author’s study?
Geography Reading
WILLIAM B WOOD ARTICLE
5) Why does the author claim no two genocides are the same?
6) How does the author address other genocides?
7) Locate the underlined sections labeled with a GQ. Which potential quote do you agree with and why?
The Battle of Mogadishu (also referred to as the "Battle of the Black Sea") or for
Somalis Ma-alinti Rangers (“The Day of the Rangers”) was a battle that was part of
Operation Gothic Serpent that was fought on October 3 and 4, 1993, in Mogadishu,
Somalia, by forces of the United States supported by UNOSOM II against Somali
militia fighters loyal to warlord Mohamed Farrah Aidid. The battle is also referred to
as the First Battle of Mogadishu to distinguish it from the later Second Battle of
Mogadishu.
Name:
Primary Doc 000 Game
Under Secretary of Defense May 5, 1994
1) Why jam the radio broadcasts?
2) How did the memo writers take a cost-benefit analysis approach to the issue?
P. 126-127
3) What were the aims of the meetings?
4) Why mention Belgium?
5) How does the informant deal with following orders?
6) What evidence suggests the genocide in Rwanda was planned?
7) What does the informant want?
Unclassified Document
8) What was Resolution 909?
9) What do the authors of the document believe about the potential situation in Rwanda?
10) What was UNAMIR?
11) What appears to be the main concern of the document text? Think people.
12) Read point 7. What good does condemning do for the people on the ground in Rwanda?
Executive Summary Briefing
13) How does the document address the following issues:
RPF-
Power Struggle-
Burundi-
Security Council-
Long Term-
Ooo say
can you
see.
Ghosts of Rwanda
1) How does the video portray gen. Dallaire?
2) What were the Hutus forced to do? Share power. How have the two groups become victims to the
cycle of hate?
3) What role did Kagale play?
4) How did Dallaire deal with following orders?
5) How did the video address Mogadeshu?
6) What weapons were imported?
7) How did the video address the plane crash incident?
8) Prime Minister
vs.
Colonel
Moderate
Hardliner
9) Why was it important for the Hutu hardliners to get the Belgians out of the country/
10) Do you agree with the immediate US response to withdraw?
11) A-------------------B
12) Identify process
13) What group fights back as a reaction to the genocide?
14) What was odd and the point of the French entry?
15) How were flags used?
16) Feeling that we had to die
17) What heroes emerged?
18) 10 Belgians died and the US was relieved about evacuation results. What about humanity?
19) Cut the losses
20) Identify stratified ideology once foreign agents were removed
21) Why do bodies always present a problem for genocide planners? Which genocide perpetrators
designed the bestest solution?
22) Death of 6 Red Cross workers granted the Red Cross full access to save lives. Was this a fair
price? If only eight people are rescued, is the price still fair?
23) Shutting up is the same as participating
24) Documentary bias
25) EW, A  E, WB
26) Capability of US Marines to be anywhere in the world in 24 hours
27) Loophole of words
28) July 94 100 days until Tutsis win civil war
29) Why criticize the US so much?
Article 1
The Contracting Parties confirm that genocide, whether committed in time of peace or in time of war,
is a crime under international law which they undertake to prevent and to punish.
Article 2
In the present Convention, genocide means 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.
Name:
Rwanda Test
1) _____Prior to European interaction with Africa, Europeans viewed Africa as…
A) Backwards
B) Inferior
C) Racist
D) Dark Continent
Imperialism Section
2) _____Imperialism Reaction
A) Accept or reject
3) _____Imperialism outcome
B) Resources
4) _____Megatron
C) Force
5) _____Imperialism pro from European view D) Unstable governments
6) _____Berlin Conference
E) Carves up Africa
Additional Imperialism Stuff
7) _____Assimilation
A) Assimilate them into our culture
8) _____French method of control
B) Accepting the majority group’s way of life
9) _____British method of control
C) Need for additional living space
10) _____Lebansraum
D) Indirect working with Africans
E) Use of military strength to occupy
Role of World War I
11) _____Treaty of Versailles
A) Belgium controls
12) _____German colonies
B) Cause for World War I
13) _____First genocide
C) Use of imperialism
14) _____Berlin Conference
D) Armenian
E) Removes German colonies
15)
A)
B)
C)
D)
_____What lesson did the class learn from coloring and dividing maps into sections?
Colonizers have no regard for differences
Ethnic, racial and physical location once split up lead to problems
Merging different groups into one area is probably not the best way to use foreign policy
New imperialism had no regard for differences and created future problems
16) _____Which of the following did the Berlin Conference not directly achieve in Africa?
A) Stratification
B) Colonialism
C) Economic differences
D) Differences
E) Genocide
17) _____Hutu
A) African in appearance if using physical differences
18) _____Tutsi
B) European in appearance if using physical differences
19) _____Put the following events in chronological order
1-Victim of imperialism
2-WWI
3-Decolonization/independence
5-Unstable government 6-Do nothing
7-Genocide
A) 4123576
B) 867-5309
Nationalism
20) _____Parmehutu
C) 4132756
D) 4135726
4-Alone
E) 4213576
A) Group of intellectuals later merged with a more radical wing
21) _____MRND
B) Extremist group
22) _____RANU
C) Created by refugees and attacked Rwanda
23) _____RPF
D) Replaced Parmehutu
24) _____CDR
E) Leads social revolution of 59
25)
A)
B)
C)
D)
_____Which of the following outlines the Introduction reading thesis?
Rwanda and Burundi must be studied to understand the genocide
Carve up of Africa created the environment that resulted numerous African problems
The Hutu and Tutsi power struggle was more of a civil war between two parties
Power vacuum was the main cause for the genocide
26)
A)
B)
C)
D)
E)
______Which of the following explains the importance of the 1959 social revolution?
Rwanda gained independence
Hutus gained power
Tutsi gained power
Civil war begins in Rwanda
C and D
Identify the following groups as Hutu or Tutsi
27) _____Parmehutu
28) _____MRND
29) _____RANU
A) Hutu
30) _____RPF
B) Tutsi
31) _____CDR
32) _____The coup in 1972 was led by and resulted in…
A) Tutsi control
B) Hutu control
C) Habyarimana control of government in Rwanda
D) Unstable environment
E) C and D
33)
A)
B)
C)
D)
E)
______The importance of this image in the genocide was…
Tutsi refugees went to neighboring countries
Refugees created nationalist groups as a reaction to persecution
Neighboring countries attacked Rwanda
Burundi was able to accept both Hutu and Tutsis
A and D
34) ______Which of the following represents the thesis for the reading 276-280?
A) Rwanda and Burundi must be studied to understand the genocide
B) Carve up of Africa created the environment that allowed the genocide to take place
C) The Hutu and Tutsi power struggle was more of a civil war between two parties
D) Power vacuum was the main cause for the genocide
35) _____Creating a coalition government
A) Somali Civil War
36) _____Created a climate of instability
B) Jews of Africa
37) _____Tutsis were considered the _____
C) Arusha Accords
38) _____Oct 93 US curveball
D) Cold War
E) Berlin Conference
39) _____Hutu Prime Minister
A) Habyarimana plane
40) _____Spark for genocide
B) Elimination of opposition
41) _____Propaganda
C) Arusha Accords
42) _____Burundi
D) Ten Commandments
E) Ntaryamira
43) _____Merged Rwanda Army with RPF
A) France supports this regime
44) _____Paul Kagame
B) UN peace keepers
45) _____Habyarimana
C) Possible responsible for shooting down a plane
46) _____UNAMIR
D) Perpatrator
E) Arusha Accords
47) _____The Geographic Aspect of Genocide reading thesis was about…
A) Using the geography of Rwanda and Burundi as the cause for the genocide
B) Determining the location of mass bodies to determine perpetrators
C) The Hutu and Tutsi power struggle was more of a civil war between two parties
D) Power vacuum was the main cause for the genocide
48)
A)
B)
C)
D)
_____The US did not want to jam radio broadcasts because…
Risk of shooting down planes
Direct attack against Rwanda sovereignty
Cost
Somali Civil War
49)
A)
B)
C)
D)
_____Moderates….
Wanted to broker some form of peace with the other side
Wanted peace
Resorted to violence to satisfy political objectives
Were killed by Tutsis
50)
A)
B)
C)
D)
_____Extremists…
Wanted to broker some form of peace with the other side
Wanted peace
Resorted to violence to satisfy political objectives
Were killed by Tutsis
Questions:
51) Defend the cycle of hate that exists within Rwanda that ultimately led to the genocide. You must
cite at least three examples for full credit.
52) Write about the bystander role in the Rwanda Genocide. You must cite at least three examples for
full credit.
Name:
Rwanda Test
1) Prior to European interaction with Africa, Europeans viewed Africa as…
Imperialism Section
2) Imperialism Reaction
E) _____Imperialism outcome
F) _____Megatron
G) _____Imperialism pro from European view
H) _____Berlin Conference
Additional Imperialism Stuff
I) _____Assimilation
J) _____French method of control
K) _____British method of control
L) _____Lebansraum
Role of World War I
M) _____Treaty of Versailles
N) _____German colonies
O) _____First genocide
P) _____Berlin Conference
Q) _____What lesson did the class learn from coloring and dividing maps into sections?
R) _____Which of the following did the Berlin Conference not directly achieve in Africa?
S) _____Hutu
A) African in appearance if using physical differences
T) _____Tutsi
B) European in appearance if using physical differences
U) _____Put the following events in chronological order
1-Victim of imperialism
2-WWI
3-Decolonization/independence
4-Alone
5-Unstable government 6-Do nothing
7-Genocide
Nationalism
V) _____Parmehutu
W) _____MRND
X) _____RANU
Y) _____RPF
Z) _____CDR
AA) _____Which of the following outlines the Introduction reading thesis?
BB) ______Which of the following explains the importance of the 1959 social revolution?
Identify the following groups as Hutu or Tutsi
CC) _____Parmehutu
DD)_____MRND
EE) _____RANU
A) Hutu
FF) _____RPF
B) Tutsi
GG)_____CDR
HH)_____The coup in 1972 was led by and resulted in…
II) ______The importance of this image in the genocide was…
JJ) ______Which of the following represents the thesis for the reading 276-280?
KK)_____Creating a coalition government
LL) _____Created a climate of instability
MM)
_____Tutsis were considered the _____
NN)_____Oct 93 US curveball
OO)_____Hutu Prime Minister
PP) _____Spark for genocide
QQ)____Propaganda
RR) _____Burundi
SS) _____Merged Rwanda Army with RPF
TT) _____Paul Kagame
UU)_____Habyarimana
VV)_____UNAMIR
WW)
_____The Geographic Aspect of Genocide reading thesis was about…
XX)_____The US did not want to jam radio broadcasts because…
YY)_____Moderates….
ZZ) _____Extremists…
Questions:
AAA)
Defend the cycle of hate that exists within Rwanda that ultimately led to the genocide.
You must cite at least three examples for full credit.
52) Write about the bystander role in the Rwanda Genocide. You must cite at least three examples for
full credit.