Unit+3+-+people+and+places+of+Africa

Africa: 1. History/Colonization/Ex. Rwanda 2. Economy and Resources 3. Where they are today

** I. **** Colonization ** ** A. **** Explanation of Colonization: **  1. What is colonization?  · European explorers would travel to regions of the world, ’discover’ new lands, and claim these lands as their own. Toward the end of the colonization time period, Europeans began to hold conferences where they would exchange, or assign regions of the world which had been ‘conquered’ to specific European nations.  · Frequently, groups of people already lived in these regions that the European explorers would ‘discover’.  · During the colonial time period, Europeans developed a new way to categorize people. This new idea became what we now call race. What is race? (emphasis on physical characteristics) (should distinguish between ethnicity)  - The // social //classification of humans, populations or grou ps based on various factors such as culture, language, or social practice.

Race is NOT:  - An official biological category.

**ATTENTION**  - There is NO scientific basis for hierarchically organized categories based in race and ethnicity.  2. ** Effects of Colonization: ** ** Africa: ** ** I. **** Pre-colonial Rwanda: **  · Rwanda is a region in central Africa. People of this region farmed. Two clans existed there; the Hutu and the Tutsi. ** · ** The Tutsi held the majority of the regions resources, and therefore politically ruled over the opposing Hutu clan. ** Tutsi dominance was based solely upon ownership of resources. Thus, if members of the Hutu clan lucked into owning some cattle, they were entitled to move up the political ladder. ** <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l7 level1 lfo6; text-indent: -.25in;">** · ****<span style="color: black; font-size: 9.0pt; font-weight: normal; line-height: 115%; mso-bidi-font-weight: bold;"> Despite this clear dominance, it is reported that Tutsi and Hutu clans generally existed peacefully together. Their peace was likely due to the need to cooperate to protect both groups from outside invasion. ** <span style="margin-bottom: 6.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.5in;"> II. ** Colonized Rwanda (1894-1916): ** <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · The European colonizers observed the already existing political system of the region and decided the Tutsi ruling class was a superior racial type and more "European" than the Hutus they oppressed. <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · The Europeans ignored any previous developed positions of hierarchy and created a new hierarchy system based // strictly upon Tutsi and Hutu RACE. // Because of their seemingly taller stature, more "honorable and eloquent" personalities, and their willingness to convert to European faiths, the Tutsis were favored by colonists and were put in charge of the farming Hutus and were given basic ruling positions. Eventually, these positions would turn into the overall governing body of Rwanda. <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · At this time, the Tutsi clan represented the // minority //of the Rwanda population. <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;">** · ** Even though he Tutsi oppression of the Hutus seemed somehow normal and expected, **<span style="color: black; font-size: 9.0pt; font-weight: normal; line-height: 115%; mso-bidi-font-weight: bold;">the colonist influence created // ethnic boundaries //as opposed to // economic/social class boundaries, //which through time increased tensions. ** <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto;">** Belgium ** <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · **<span style="color: black; font-size: 9.0pt; font-weight: normal; line-height: 115%; mso-bidi-font-weight: bold;">World War I transferred the colonial power over Rwanda from the Germans to the Belgians. ** <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · Due to the *eugenics * movement in Europe and the United States, the colonial government became concerned with the differences between Hutu and Tutsi. Scientists arrived to measure skull—and thus, they believed, brain—size. Tutsi's skulls were bigger, they were taller, and their skin was lighter. As a result of this, Europeans came to believe that Tutsis had caucasian ancestry, and were thus "superior" to Hutus. Each citizen was issued a racial identification card, which defined one as legally Hutu or Tutsi. The Belgians gave the majority of political control to the Tutsis. Tutsis began to believe the myth of their superior racial status, and exploited their power over the Hutu majority. <span style="color: black; font-size: 9pt; line-height: 115%; margin-bottom: 6pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt;"> Note: // The error in race as a ‘scientific truth’ should be emphasized to students. Physical differences between groups were present, but the conclusion made that these differences exalted one group above another was FALSE. // <span style="margin-bottom: 6.0pt; margin-left: 1.5in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l6 level1 lfo7; text-indent: -.25in;"> · In 1931, an ethnic identity was made official and documents stated each person's "ethnicity". Each Rwandan had an ethnic identity card. The Belgians gave the ruling Tutsis access to education, engendering great frustration among the other Rwandans.

<span style="margin-bottom: 6.0pt; margin-left: 1.0in; margin-right: 0in; margin-top: 4.8pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.5in;"> III. ** Post-colonial Rwanda: ** <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · During the 1940s and 50s, reforms to establish a more democratic government added to ethnic tension between the Hutu and Tutsi. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · As political opinions changed throughout the world and other countries of the world became more connected, the globe no longer supported colonization and single group dominance. Instead, the late 1950s hosted global movements for equality. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Support for the oppressed lead the Hutu to militarize. In response and as a defense, the Tutsi also developed means to militarize. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;"> · Change in the power structure threatened the centuries-old system by which Tutsi superiority had been maintained through monarchy. Tutsis revolted in 1959 attempting to assassinate Hutu president. Hutus responded with a back lash, killing over 20,000 Tutsis and forcing others into refuge. ** Independence ** <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;"> · In 1960, Belgians decided to split the nation and give both nations independence. One nation remained Rwanda, the other Burundi. While the political progression in Rwanda largely favored Hutus, politics in Burundi tipped toward the Tutsi. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Tension still grew through assassinations of and assassination attempts on both parties political leaders in both countries. Large numbers of Hutus and Tutsis were killed during these times of tension. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Between 1961 and 1962, Tutsi guerrilla groups staged attacks into Rwanda from Burundi and neighboring countries. Rwandan Hutu-based troops responded and thousands more were killed in the clashes. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Burundi developed a military dictatorship and in 1972 nearly 200,000 Hutus were purged. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Mass killings from both parties resulted in Hutu and Tutsi refugees scattered throughout the regions, thus circulating more ethnic tensions. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · To curb escalating and continual violence Hutu political leaders constantly attempted to instate reforms for peace, equality, and economic support. What is genocide? - The deliberate and systematic destruction, in whole or in part, of an ethnic, racial, religious, or national group. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in;">** Genocide ** <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · On April 6, 1994 an airplane carrying the Rwandan Hutu president Juvenal Habyarimana and the Burundi Hutu president was shot down. (// Note: The two Hutus in power who promoted peace). // <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · With peace leaders dead, military and militia groups began rounding up and killing Tutsis en masse. Between early April and the beginning of July (1994), an estimated 800,000 Tutsi were killed. Neutral civilians were called upon to murder their Tutsi neighbors. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · Neighboring countries encouraged by the RPF alliance group made attempts to stop the genocide by invading the country and battling the Hutu forces. This intense civil war raged along with the genocide for two months. <span style="line-height: 115%; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l4 level1 lfo8; text-indent: -.25in;"> · The UN did little to respond to calls for help; the rest of the globe seemed to ignore the conflicts.


 * * Genocide points*: **
 * 1. Usually genocide is a result of resentment and tension // slowly //building between groups. **
 * 2. One or both groups become militarized. **


 * Explanation of Genocide Activity** (should follow lesson on colonization):


 * 1) Separate the boys from the girls in the class. The group which contains more people represent the people from Rwanda. The group containing fewer people represent the Europeans.

Example #1 More boys than girls in the class; Boys=Rwanda, Girls=Europe.

Example #2 More girls than boys in the class; Girls=Rwanda, Boys=Europe.

2. Instruct the Europeans to separate the people of Rwanda into 2 groups based on an insignificant physical feature. *Eye color is a safe selection; my suggestion. Physical feature choices: *Eye color, hair color, height, (could use nose length and shape which was the actual criteria used to separate the tribes).

3. The Europeans now designate a hypothetical privilege to the group most resembling the Europeans.

Example: Girls separate boys by eye color. Majority of the girls have blue/green eyes, thus they allow the boys with blue/green eyes to leave school early for the remainder of high school. Let's call the privileged Rwandans, Group 1, and the non-privileged Rwandans, Group 2.

4. Ask students what they think about the 'fairness' of this privilege. Is this fair? Why or why not? Are the Europeans right to give a privilege only on the grounds that one group looks more like them? If they say this isn't fair, ask them why not? Why isn't that fair? The Europeans have power, don't they? Why can't they divide the Rwanda people, however they please?
 * Hopefully this will prompt the students to inquire why the Europeans have the power in the first place. This will allow the teacher to direct them back to colonization, essentially money, the Europeans have the power because they have the money and resources.

5. Debate the situation for a few minutes.

6. Now have the students flash forward to the next semester. Beginning of the Spring semester, Mr. Roy (hypothetically) comes into the class and tells the Europeans they don't have the power to make rules anymore. He says they must leave the Rwanda people alone. Is Group 2 going to continue to allow Group 1 to get out of school early? Probably not. But Group 1 has gotten out of school early all last semester, while Group 2 has not! That's unfair. Shouldn't Group 2 be compensated for the injustice done to them? Shouldn't they get a 'pay-back'?

But who will compensate them? Group 1 Rwandans, or the Europeans? But Mr. Roy said the Europeans had to stay away from the Rwandans. So now what? What would the non-privileged group do if they weren't compensated? Revolt? Take over? Use violence to reinstate power?

How would the students handle THIS situation if the decision was only up to them? Would they naturally be inclined to cooperate? Or would they want to return the power and privileges to THEIR own group? After all, that's the only way they've seen power distributed before. Debate this topic for a few minutes.

7. Have students watch Rwanda Genocide clip/ article. Clip below is a bit dramatic. But it summarizes the situation well. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px; white-space: normal;">[|Rwanda Genocide]

Clip below is a bit difficult to understand. But again, a good summary. http://www.youtube.com/watch?v=l9FEpZRRFlM&feature=fvw

8. Ask students what they would do if America were invaded? If forces were breaking into to their homes and their parents were shot and killed, what would you do? (Boys may ramble something about how they would beat up all the intruders) Perhaps, point out the large numbers they would face, weapons they would face. What would happen to boys? What would happen to girls?

What ways can they think of to survive? Where would they hide? What if you become injured? What if you're taken by the troops instead of killed?

Let's say they survive. What would they do now without a family? No home? Are they sick, dismembered, violated? Let's say they finally make it to a hospital. What would it look like if the country had been invaded? (Students should understand the central African nations did not have the resources to cope with this much disease and death. Hospitals were insufficient.)

How would they help America recover from this?


 * //Is this all too much?//**