Tensions and Conflict:
The Rwandan Genocide through graphic novels and interviews

This Learning and Evaluation Situation (LES) has recently been updated to include separate teacher and student booklets.  Some sections are still being developed, but the working copies are now available.  If you use this LES consider reporting your experiences on the SS PLC.

Teacher's Guide Word doc   (PDF version)

Student Booklet Word doc   (PDF version)

Note:  A genocide education resource collection is now being constructed to support this LES and similar projects.

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Guiding  Question (Draft)
Is military intervention a justified form of humanitarian intervention?

Learning Situation Overview
Crimes against humanity have been committed on unbelievably vast scales, as is evident not only from official reports and media records, but also from the stories told by those who survived. Human suffering because of those crimes has been undeniable, yet intervention into such conflicts from international organizations to prevent or limit atrocities has not always been forthcoming. This Learning and Evaluation situation asks students to examine and interpret the events surrounding the Rwandan genocide of the 1990s.  It then asks them to act on their interpretation (i.e. to take a position) by entering into and extending the dialogue began by those witnesses who lived to tell the tale.

Students will first consider their own knowledge of genocide.  They will then be presented with imagery and short narratives that briefly describe the Rwandan genocide.  They will be put into the “situation” of continuing the story-line of Rupert Bazambanza's graphic novel entitled "Smile Through the Tears."  To prepare for this task students will acquire background knowledge while developing various competencies:  interpretation of historical facts and opinions, identification of actors, and critical recognition of facts related to the political, social and ethical issues that came into play.    By the end of the Learning situation, students are expected to be able to effectively take a position on the political and moral issue of “humanitarian assistance” (in this case military intervention!) into areas where extreme human rights violations are occurring.

Throughout the LES the students will also consider the role of the media, as a means to enflame emotions and even to encourage acts of genocide within Rwanda, but also as a factor that could have encouraged international aid but for political and other reasons did not.  Students will consider media-types such as Television, Internet videos, longer personal testimonies (Life Stories), and especially the graphic novel, as sources of information and options for taking social action.   They will also consider media as a means for acting now, as the means by which the stories of victims are told and understood.
Students will also develop competencies associated with the new Ethics and Religious Culture program, including an ability to engage in dialogue, and how to reflect on the ethical issues.

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