Unit: Colonialism, The Good, The Bad, The Ugly

Key Concept: Global Interactions

Global Context: Fairness and Development
Statement of Inquiry: Historical sources can reveal how our interdependent world has been permanently shaped by
colonialism, for better or worse.

Rwanda Source Analysis- Formative Assessment

You will be using historical sources to evaluate the various causes of the Rwandan
genocide. Answer the questions as you read through the sources provided. Use the
‘Historical Thinking Chart’ you have been provided as a framework for how to word
your responses appropriately.

Their final question is an extended response that needs to explore the part that
colonization, the international community, and the Rwandan people played in the
1994 genocide, as well as which you consider to be the most significant and why.
You will use both outside knowledge AND the historical sources provided to answer
this final question.

The assignment will be marked using the following criteria:

A. Knowing and Understanding

i. use a wide range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and
concepts through developed descriptions, explanations and examples.

D. Thinking Critically
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid, well-supported arguments
iii. analyse and evaluate a wide range of sources/data in terms of origin and
purpose, examining values and limitations
iv. interpret different perspectives and their implications.

CRITERION A KNOWING AND UNDERSTANDING

RUBRIC TSC
0 The student does not reach a standard described by any of the descriptors below.
1- i. uses limited relevant terminology  I include few dates, events and people as
2 ii. demonstrates basic knowledge and understanding of evidence.
content and concepts with minimal descriptions and/or  I use dates, events and people
examples. inaccurately.
 My work is descriptive.
 I show no evidence of chronology or it is
inaccurate.
3- i. uses some terminology accurately and appropriately  I use dates, events, and people
4 ii. demonstrates adequate knowledge and understanding appropriately as evidence.
of content and concepts through satisfactory descriptions,  I explain and describe events accurately.
explanations and examples.
 I show no evidence of chronology.
5- i. uses a range of terminology accurately and  I use a good range of dates, events and
6 appropriately people accurately.
ii. demonstrates substantial knowledge and understanding  I describe and explain events clearly.
of content and concepts through accurate descriptions,
 My work shows chronology linking events
explanations and examples.
together.
7- i. consistently uses a wide range of terminology  I use a thorough range of dates, events,
8 effectively and people accurately and appropriately
 ii. demonstrates detailed knowledge and understanding of
content and concepts through thorough, accurate
descriptions, explanations and examples.
CRITERION D THINKING CRITICALLY
RUBRIC
0 The student does not reach a standard described by any of the descriptors below.
1- i. analyses concepts, issues, models, visual
2 representation and theories to a limited extent
ii. summarizes information to a limited extent to
make arguments
iii. describes a limited number of sources/data in
terms of origin and purpose and recognizes few
values and limitation
iv. identifies different perspectives and minimal
implications.
3- i. analyses concepts, issues, models, visual
4 representation and theories
ii. summarizes information to make arguments
iii. analyses and/or evaluates sources/data in
terms of origin and purpose, recognizing some
values and limitations
iv. interprets different perspectives and some of
their implications.
5- i. discusses concepts, issues, models, visual
6 representation and theories
ii. synthesizes information to make valid
arguments
iii. effectively analyses and evaluates a range
of sources/data in terms of origin and purpose,
recognizing values and limitations
iv. interprets different perspectives and their
implications.
7- i. completes a detailed discussion of concepts,
8 issues, models, visual representation and theories
ii. synthesizes information to make valid, well-
supported arguments
iii. effectively analyses and evaluates a wide
range of sources/data in terms of origin and
purpose, recognizing values and limitations
iv. thoroughly interprets a range of different
perspectives and their implications.
throughout.
 I describe and explain events thoroughly.
 My work shows a clear chronology linking
events together.
TSC
 I make a limited attempt to analyse
events, issues, arguments.
 I describe some sources in terms of
origin and purpose and recognizes some
value and limitations.
 I make connections between information
in a limited attempt to make arguments.
 I make a simple analysis of events,
issues, arguments.
 I complete a simple analysis and/or
evaluation of some sources in terms of
origin and purpose, recognizing values
and limitations.
 I make connections between information
to make simple arguments.
 I complete a satisfactory analysis of
events, issues, arguments.
 I satisfactorily analyse and/or evaluates
a range of sources in terms of origin and
purpose, recognizing values and
limitations.
 I synthesise information to make valid
arguments.
 I complete a detailed analysis of events,
issues, arguments.
 I effectively analyse and evaluates a
range of sources in terms of origin and
purpose, recognizing values and
limitations.
 I synthesise information to make valid,
well supported arguments.
Source A:
Tutsi ID Cards. (1994). Genocide Archive Rwanda.
Source B:
The Triumph Of Evil [Transcript, Television broadcast]. (1999, January 26). Frontline,
PBS.

NARRATOR: In 1993, Rwanda, one of Africa’s smallest countries with just seven
million
Source C:
citizens, was a deeply troubled country with a deeply troubled past. Decades
Nachtwey,
earlier, under
James. (1994). The Machete Pile [Photograph]. Rwanda-Zaire Border.
colonial rule, the Belgians had used the Tutsis, Rwanda’s aristocracy, to enforce
their rule over the Hutu majority, who were mostly poor farmers.
PHILIP GOUREVITCH, “The New Yorker”: The Belgians created an idea whereby
the Tutsi were a master race, the Hutu an inferior race. And ethnic identity cards
were issued. Much like in South Africa, an apartheid-like system was imposed. All
privileges went to the Tutsi minority, and the Hutu majority was almost in bondage.
At independence in the late ’50s and early ’60s, this system was reversed. The
majority Hutu rebelled, seized power, in the name of majority rule imposed an
apartheid-like system in reverse and oppressed the Tutsi bitterly.
NARRATOR: Faced with discrimination and increasing Hutu violence, most Tutsis
fled to
neighboring countries, where they formed a guerrilla army, the Rwandan Patriotic
Front.
In 1990, the rebel Tutsis invaded Rwanda and forced peace talks with Juvenal
Habyarimana, the Hutu president. Anxious to stay in power himself, Habyarimana
signed a peace treaty agreeing to share power with the Tutsis….
Source D:
Dallaire, Romeo (1994, January 11). 'Genocide Fax' Coded Cable to the UN
Peacekeeping Department (United Nations).

Dallaire urgently requested protection for an informant who outlined to him plans
to exterminate the Tutsi population in Rwanda. Kofi Annan replied the same day
that the United Nations did not agree with Dallaire’s desire to raid the arms cache
of the Interhamwe.

1. Force commander put in contact with informant by very very important

Source E: politician.
government
Ferroggiaro,
6. …Since UNAMIRWilliammandate
(2001). The
he has
U.S.been
and ordered
the Genocide
to register
in Rwanda
all Tutsi
1994:
in Kigali.
Evidence
He
suspects
of Inaction.
it is for Retrieved
their extermination.
from Example he gave was that in 20 minutes his
personnel
http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB53/
could kill up to 1000 Tutsis.
7. Informant states he disagrees with anti-Tutsi extermination. He supports
opposition to RPF but cannot support killing of innocent persons. He also stated
that he believes the president does not have full control over all elements of his old
party/faction.
8. Informant is prepared to provide location of major weapons cache with at least
135 weapons… He requests that he and his family (his wife and four children) be
placed under our protection.
9. It is our intention to take action within the next 36 hours with a possible hour of
Wednesday at dawn (local).

The UN mission (UNAMIR), was created in October 1993 to keep the peace and
assist with the enforcement of the Arusha Accords. On April 21, 1994, weeks after
the assassination of President Habyarimana, the United Nations Security Council,
at the behest of the United States—which had no troops in Rwanda—Belgium, and
others, voted to withdraw all but a remnant of UNAMIR. The US did use its influence
at the United Nations, but did so to discourage a robust UN response. In late July,
however, with the evidence of genocide littering the ground in Rwanda, the US did
launch substantial operations—again, in a supporting role—to assist humanitarian
relief efforts for those displaced by the genocide.
Source F:
Warren, C. (1994, April 15). Talking Points for UNAMIR Withdrawal From The
Secretary of State. Confidential. Cable Number 099440. [Letter to United
States mission in the UN]. New York.
Copy/paste the following questions into a separate document where you will type
your responses. Questions 1-6 should have a response of 50-100 words. The
extended response should be around 300 words.

1. How are Sources A and B different in origin?

2. According to the Frontline transcript excerpt in Source B, what were two causes
of conflict between the Hutus and the Tutsi in Rwanda?
3. What are the values and limitations of using a photo as historical evidence for
documenting the Rwandan genocide? (Source C)
4. For what purpose was Source D created?
5. What recommendations does Warren Christopher make in this message to the
US representative in the United Nations? (Source F)
6. According to Source F, who is to blame for the Rwandan genocide? Provide
evidence from the text.

Extended Response: Using information from the sources provided and your own
outside knowledge, respond to the following question in an extended paragraph of
no more than 300 words:
Who is most responsible for the Rwandan genocide: the Belgian colonizers, the
Rwandan people, or the international community?