DOCSLIB.ORG

History Citizenship

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History Citizenship History and Citizenship Senior Two Student’s Book Copyright © 2020 Rwanda Basic Education Board All rights reserved. This book is the property for the Government of Rwanda. Credit must be given to REB when the content is quoted ii iii FOREWORD Dear Student, Rwanda Basic Education Board is honoured to present to you History and Citizenship book for Senior Two which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of History and Citizenship subject. The Rwandan educational philosophy is to ensure that you achieve full potential at every level of education which will prepare you to be well integrated in society and exploit employment opportunities. The government of Rwanda emphasizes the importance of aligning teaching and learning materials with the syllabus to facilitate your learning process. Many factors influence what you learn, how well you learn and the competences you acquire. Those factors include quality instructional materials available, assessment strategies for the learners among others. Special attention was paid to activities that facilitate learning process develop your ideas and make new discoveries during concrete activities carried out individually or with peers. In competence-based curriculum, learning is considered as a process of active building and developing knowledge and meanings by the learner where concepts are mainly introduced by an activity, a situation or a scenario that helps the learner to construct knowledge, develop skills and acquire positive attitudes and values. For effective use of this textbook, your role is to: • Work on given activities which lead to the development of skills • Share relevant information with other learners through presentations, discussions, group work and other active learning techniques such as role play, case studies, investigation and research in the library, from the internet or from your community; • Participate and take responsibility for your own learning; • Draw conclusions based on the findings from the learning activities. To facilitate you in doing activities, the content of this book is self-explanatory so that you can easily use it by yourself, acquire and assess your competences. The book is made of units whereby each unit comprises: the key unit competence, followed by the introductory activity before the development of ii iii History and Citizenship concepts that are connected to real world situation. I wish to sincerely extend my appreciation to REB staff who organized the editing process of this textbook. Special gratitude also goes to lecturers, teachers, illustrators and designers who supported the exercise throughout. Any comment or contribution would be welcome to the improvement of this textbook for the next edition. Dr. MBARUSHIMANA Nelson Director General, REB iv v ACKNOWLEDGEMENT I wish to express my appreciation to all the people who played a major role in editing process of this History and Citizenship book for Senior Two. It would not have been successful without their active participation. Special thanks are given to those who gave their time to read and refine this textbook to meet the needs of competence based curriculum. I owe gratitude to different Universities and schools in Rwanda that allowed their staff to work with REB to edit this book. I therefore, wish to extend my sincere gratitude to lecturers, teachers, illustrators, designers and all other individuals whose efforts in one way or the other contributed to the success of this edition. Finally, my word of gratitude goes to the Rwanda Basic Education Board staff particularly those from Curriculum, Teaching and Learning Resources Department who were involved in the whole process of editorial work. Joan Murungi, Head of CTLRD iv v CONTENTS FOREWORD �������������������������������������������������������������������������������� iii ACKNOWLEDGEMENT ................................................................ v UNIT 1: COLLECTING AND ANALYSING HISTORICAL SOURCES .. 1 1.1 Complementarities of historical sources .................................... 1 1.2 Challenges faced when using material, immaterial and electronic sources ................................................................................. 7 1.3 Usefulness of different sources of History ................................. 9 UNIT 2:GERMAN AND BELGIAN COLONISATION ........................13 2.1 Causes of German and Belgian colonisation ...........................17 2.2 Impact of German colonisation.....................................................23 2.3 Belgian colonisation and Reforms introduced ......................25 2.4 Decolonisation of Rwanda .............................................................44 2.5 Effects of Belgian colonisation .....................................................50 UNIT3: CAUSES AND COURSE OF THE 1994 GENOCIDE AGAINST THE TUTSI ������������������������������������������������������������������54 3.1 Causes of the 1994 Genocide against the Tutsi .........................54 3.2 Planning and execution of Genocide against the Tutsi ...........57 3.3. Course of the 1994 Genocide against the Tutsi ������������������������58 3.4 Role played by RPF/RPA to stop the genocide against the Tutsi ....................................................................................................................60 UNIT 4: KINGDOMS OF EAST AND CENTRAL AFRICA ................62 4.1 Factors for the rise of Buganda and Kongo kingdoms ........62 4.2 Political, social and economic organisation of Buganda and Kongo kingdoms ..................................................................................71 4.3 Factors for the decline of Buganda and Kongo kingdoms .78 vi vii UNIT 5: LONG DISTANCE TRADE ...............................................85 5.1 Rise and organisation of long distance trade ........................85 5.2 Reasons for the decline of long distance trade ����������������������91 5.3 Effects of long distance trade .........................................................93 UNIT 6: NGONI MIGRATION �������������������������������������������������������96 6.1 Origin of the Ngoni .............................................................................96 6.2 Different Ngoni groups .....................................................................97 6.3 Reasons for Ngoni migration ........................................................99 6.4 Consequences of Ngoni migration ............................................101 UNIT 7: EXPLORATION OF AFRICA ..........................................104 7.1 Different European explorers and their routes ..................104 7.2 Different causes of exploration ..................................................114 7.3 Consequences of exploration of Africa �����������������������������������116 7.4 Problems faced by explorers in Africa ....................................118 UNIT 8: EUROPEAN COLONISATIONOF AFRICA .......................122 8.1 Different causes of European colonisation in Africa ........123 8.2 Methods of colonial conquest in Africa ..................................124 8.3 Colonial systems of administration .........................................126 8.4 Consequences of European colonisation ...............................130 UNIT 9: AFRICAN RESPONSE TO COLONIAL CONQUEST..........133 9.1 Forms of African responses towards European colonialconquest ..............................................................................133 9.2 Types of resistance ��������������������������������������������������������������������������142 9.3 Forms of Collaboration ..................................................................148 9.4 How Africans collaborated with European colonialists ..149 vi vii UNIT 10: INDUSTRIAL REVOLUTION ........................................155 10.1 Political, economic and social situation in England before the industrial revolution ...............................................................156 10.2 Factors that led to the industrial revolution ........................159 10.3 Effects of industrial revolution ..................................................163 10.4 Technical inventions and their inventors ..............................165 Unit .........................................................................................169 UNIT 11: CAUSES AND IMPACT OF AMERICAN REVOLUTION ..169 11.1 Causes of American Revolution .................................................169 11.2 Political causes ..................................................................................171 11.3 Economic causes ..............................................................................173 11.4 Social causes ...................................................................................175 11.5 Effects of the American Revolution both in America and in the rest of the world .......................................................................176 UNIT 12: RIGHTS, DUTIES AND OBLIGATIONS �������������������������179 12.1 Duties of a citizen toward his/her nation .............................179 12.2 Obligations of the state towards its population ..................181 12.3 How duties and obligations are balanced in Rwanda ......182 UNIT 13: STATE AND GOVERNMENT ........................................184 .........................................184 13.1 13.2 DefinitionDifference ofbetween state and state government and government ...........................185 13.3 Types of states and basic forms of government .................186
Load more

Recommended publications
  • Regno Del Congo 1 Regno Del Congo
    Regno del Congo 1 Regno del Congo Kongo Descrizione generale Nome completo: Regno del Kongo Nome ufficiale: Kongo dya Ntotila Lingua ufficiale: bantu, kikongo Capitale: M'banza-Kongo Forma politica Forma di stato: Reame Nascita: 1395 con Lukeni lua Nimi Fine: 1914 con Manuel III del Congo Territorio e popolazione Bacino geografico: Africa Massima estensione: 129,400 km² nel 1650 Popolazione: 509.250 nel 1650 Economia Moneta: Raffia Religione e Società Religioni preminenti: Cristianesimo Evoluzione storica Preceduto da: Succeduto da: Angola portoghese Regno del Congo 2 Il Regno del Congo (o Impero del Congo, Kongo dya Ntotila o Wene wa Kongo in kikongo) fu un regno dell'Africa Occidentale nel periodo fra il XIV secolo (circa 1395) e l'inizio del XX secolo (1914). Il territorio dell'impero includeva l'attuale Angola settentrionale (inclusa l'enclave della Provincia di Cabinda), la Repubblica del Congo, e la parte occidentale della Repubblica Democratica del Congo. Nel periodo della sua massima potenza, controllava un territorio che si estendeva dall'Oceano Atlantico a ovest fino al fiume Kwango a est, e dal fiume Congo a nord fino al fiume Kwanza a sud. Il regno comprendeva numerose province, e godeva del rapporto di vassallaggio di molti regni circostanti, come quelli di N'goyo, Kakongo, Ndongo e Matamba. Il monarca dell'impero era chiamato Manikongo.[1] L'etnia principale del regno era quella dei Bakongo o Essikongo, appartenente al più grande gruppo etnolinguistico dei Bantu. Storia Fonti Gran parte di quanto si ipotizza sulla storia antica del Regno del Congo (precedente all'inizio dei rapporti con i portoghesi) deriva dalla tradizione orale locale, trascritta dagli Europei per la prima volta nel tardo XVI secolo.
    [Show full text]
  • Portuguese Language in Angola: Luso-Creoles' Missing Link? John M
    Portuguese language in Angola: luso-creoles' missing link? John M. Lipski {presented at annual meeting of the AATSP, San Diego, August 9, 1995} 0. Introduction Portuguese explorers first reached the Congo Basin in the late 15th century, beginning a linguistic and cultural presence that in some regions was to last for 500 years. In other areas of Africa, Portuguese-based creoles rapidly developed, while for several centuries pidginized Portuguese was a major lingua franca for the Atlantic slave trade, and has been implicated in the formation of many Afro- American creoles. The original Portuguese presence in southwestern Africa was confined to limited missionary activity, and to slave trading in coastal depots, but in the late 19th century, Portugal reentered the Congo-Angola region as a colonial power, committed to establishing permanent European settlements in Africa, and to Europeanizing the native African population. In the intervening centuries, Angola and the Portuguese Congo were the source of thousands of slaves sent to the Americas, whose language and culture profoundly influenced Latin American varieties of Portuguese and Spanish. Despite the key position of the Congo-Angola region for Ibero-American linguistic development, little is known of the continuing use of the Portuguese language by Africans in Congo-Angola during most of the five centuries in question. Only in recent years has some attention been directed to the Portuguese language spoken non-natively but extensively in Angola and Mozambique (Gonçalves 1983). In Angola, the urban second-language varieties of Portuguese, especially as spoken in the squatter communities of Luanda, have been referred to as Musseque Portuguese, a name derived from the KiMbundu term used to designate the shantytowns themselves.
    [Show full text]
  • Conversion to Christianity in African History Before Colonial Modernity: Power, Intermediaries and Texts
    Conversion to Christianity in African History before Colonial Modernity: Power, Intermediaries and Texts Kirsten Ru.. ther∗ This article examines different paradigms of conversions to Christianity in regions of Africa prior to the advent of colonial modernity. Religious change, in general, connected converts and various intermediaries to re- sources and power within specific settings. Even though African cultures were oral, conversions generated the production of texts which became important print media and were at least partly responsible for prompting conversions elsewhere in the world. The first case study explains how mission initiatives along the so-called West African slave coast almost always resulted in failure between 1450 and 1850, but how these failed efforts figure as important halfway options which reveal fundamental mechanisms of conversion. The dynamics of interaction were different in the African Kingdom of Kongo, where conversions became intimately entwined in the consolidation of political power and where, subsequent to the adoption of Christianity, new understandings of power evolved. Last but not least, in South Africa, again, another paradigm of conversion de- veloped within the nexus of conflict and settler violence. Contested nar- ratives of Christianity and conversion emerged as settlers tried to keep Christianity as a religious resource to be shared among whites only. ∗Department of History, Leibniz University of Hannover, Hannover. E-mail: [email protected] The Medieval History Journal, 12,
    [Show full text]
  • Africans: the HISTORY of a CONTINENT, Second Edition
    P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 This page intentionally left blank ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 africans, second edition Inavast and all-embracing study of Africa, from the origins of mankind to the AIDS epidemic, John Iliffe refocuses its history on the peopling of an environmentally hostilecontinent.Africanshavebeenpioneersstrugglingagainstdiseaseandnature, and their social, economic, and political institutions have been designed to ensure their survival. In the context of medical progress and other twentieth-century innovations, however, the same institutions have bred the most rapid population growth the world has ever seen. The history of the continent is thus a single story binding living Africans to their earliest human ancestors. John Iliffe was Professor of African History at the University of Cambridge and is a Fellow of St. John’s College. He is the author of several books on Africa, including Amodern history of Tanganyika and The African poor: A history,which was awarded the Herskovits Prize of the African Studies Association of the United States. Both books were published by Cambridge University Press. i P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 african studies The African Studies Series,founded in 1968 in collaboration with the African Studies Centre of the University of Cambridge, is a prestigious series of monographs and general studies on Africa covering history, anthropology, economics, sociology, and political science.
    [Show full text]
  • Africa Notes
    Number 137 June 1992 CSISAFRICA NOTES A publication of the Center for Strategic and International Studies , Washington, D.C. Angola in Transition: The Cabinda Factor by Shawn McCormick In accordance with the Portuguese-mediated agreement signed by leaders of the governing Movimento Popular de Libertac;:ao de Angola (MPLA) .and the Uniao Nacional para a Independencia Total de Angola (UNIT A) in May 1991, the 16-year civil war that erupted in Angola as the country achieved independent statehood in 1975 has ended. Efforts to implement the second priority mandated in the agreement-national elections by late 1992-are being assisted by a range of international actors, including the United Nations, the United States, Russia, and Portugal. More than 12 parties are likely to participate in the elections (scheduled for September 29 and 30, 1992). The process of achieving a third key element of the agreement-demobilization of three-fourths of the two armies and integration of the remaining soldiers into a 50,000-strong national force-seems unlikely to conclude before elections are held. Although media attention focuses on developments and major players in the capital city of Luanda, where UNIT A has officially established a presence, analysts of the Angolan scene are according new attention to tiny Cabinda province (where an increasingly active separatist movement is escalating its pursuit of independence from Luanda) as "possibly Angola's last and most important battlefield." The significance of Cabinda-a 2,807-square-mile enclave along the Atlantic Ocean separated from Angola's other 17 contiguous provinces by a 25-mile strip of Zaire-lies in the fact that current offshore oil production, including that from the Takula and Malanga fields, totals more than 310,000 barrels per day (bpd).
    [Show full text]
  • Reglas De Congo: Palo Monte Mayombe) a Book by Lydia Cabrera an English Translation from the Spanish
    THE KONGO RULE: THE PALO MONTE MAYOMBE WISDOM SOCIETY (REGLAS DE CONGO: PALO MONTE MAYOMBE) A BOOK BY LYDIA CABRERA AN ENGLISH TRANSLATION FROM THE SPANISH Donato Fhunsu A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature (Comparative Literature). Chapel Hill 2016 Approved by: Inger S. B. Brodey Todd Ramón Ochoa Marsha S. Collins Tanya L. Shields Madeline G. Levine © 2016 Donato Fhunsu ALL RIGHTS RESERVED ii ABSTRACT Donato Fhunsu: The Kongo Rule: The Palo Monte Mayombe Wisdom Society (Reglas de Congo: Palo Monte Mayombe) A Book by Lydia Cabrera An English Translation from the Spanish (Under the direction of Inger S. B. Brodey and Todd Ramón Ochoa) This dissertation is a critical analysis and annotated translation, from Spanish into English, of the book Reglas de Congo: Palo Monte Mayombe, by the Cuban anthropologist, artist, and writer Lydia Cabrera (1899-1991). Cabrera’s text is a hybrid ethnographic book of religion, slave narratives (oral history), and folklore (songs, poetry) that she devoted to a group of Afro-Cubans known as “los Congos de Cuba,” descendants of the Africans who were brought to the Caribbean island of Cuba during the trans-Atlantic Ocean African slave trade from the former Kongo Kingdom, which occupied the present-day southwestern part of Congo-Kinshasa, Congo-Brazzaville, Cabinda, and northern Angola. The Kongo Kingdom had formal contact with Christianity through the Kingdom of Portugal as early as the 1490s.
    [Show full text]
  • Politics, Commerce, and Colonization in Angola at the Turn of the Eighteenth Century
    Politics, Commerce, and Colonization in Angola at the Turn of the Eighteenth Century John Whitney Harvey Dissertação em História Moderna e dos Descobrimentos Orientador: Professor Doutor Pedro Cardim Setembro, 2012 Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em História Moderna e dos Descobrimentos realizada sob a orientação científica do Professor Doutor Pedro Cardim e a coorientação científica do Professor Doutor Diogo Ramada Curto. I dedicate this dissertation to my father, Charles A. Harvey Jr. (1949-2009), whose wisdom, hard work, and dedication I strive to emulate. The last thing he knew about me was that I was going to study at FCSH, and I hope that I have made him proud. Acknowledgements There are so many people that were instrumental to the production of this dissertation that it would be impossible to include everyone in this space. I want to take the opportunity to thank everyone that supported me emotionally and academically throughout this year. Know that I know who you are, I appreciate everything done for me, and hope to return the support in the future. I would also like to thank the Center for Overseas History for the resources and opportunities afforded to me, as well as all of my professors and classmates that truly enriched my academic career throughout the last two years. There are some people whom without, this would not have been possible. The kindness, friendship, and support shown by Nuno and Luisa throughout this process I will never forget, and I am incredibly grateful and indebted to you both.
    [Show full text]
  • The Rwandan Genocide: Combating Stereotypes And
    The Rwandan Genocide: Combating Stereotypes and Understanding the Origins Nicola Skakel Senior Honors Thesis Department of History April 9th 2018 Defense Committee: Dr. Susan K. Kent, Department of History, Primary Advisor Dr. Matthew Gerber, Department of History, Honors Council Representative Dr. Paul Shankman, Department of Anthropology, Advisor 1 Introduction On the 7th of April 1994, the small east African country of Rwanda erupted into one of the most deadly and intimate genocides the modern world had ever witnessed. Whilst the western world stood by and watched in just 100 days over 800,000 Rwandans out of a total population of 7 million, were systematically murdered in the most brutal and violent of ways. Those who were targeted made up the country’s minority ethnic group the Tutsis, and moderates from the majority group, the Hutus. For many, the legacy of Rwanda is a monstrous example of extreme pent up ethnic tensions that has its roots in European colonialism. In contrast, I will argue that the events not just of 1994 but also the unrest that proceeded it, arose from a highly complex culmination of long-standing historical tensions between ethnic groups that long pre-dated colonialism. In conjunction, a set of short-term triggers including foreign intervention, civil war, famine, state terrorism and ultimately the assassination of President Habyarimana also contributed to the outburst of genocide in 1994. Whilst it would be easy to place sole responsibility on European colonists for implementing a policy of divide and rule and therefore exacerbating ethnic tensions, it seems to me that genocide is never that cut and dried: it can never be explained by one factor.
    [Show full text]
  • Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi Marcus Timothy Haworth SIT Study Abroad
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2018 Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi Marcus Timothy Haworth SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the African Languages and Societies Commons, African Studies Commons, Catholic Studies Commons, Ethics in Religion Commons, Missions and World Christianity Commons, Politics and Social Change Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, and the Sociology of Religion Commons Recommended Citation Haworth, Marcus Timothy, "Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi" (2018). Independent Study Project (ISP) Collection. 2830. https://digitalcollections.sit.edu/isp_collection/2830 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. CHURCH AND STATE IN RWANDA CATHOLIC MISSIOLOGY AND THE 1994 GENOCIDE AGAINST THE TUTSI MARCUS TIMOTHY HAWORTH WORLD LEARNING – SIT STUDY ABROAD SCHOOL FOR INTERNATIONAL TRAINING RWANDA: POST-GENOCIDE RESTORATION AND PEACEBUILDING PROGRAM CELINE MUKAMURENZI, ACADEMIC DIRECTOR SPRING 2018 ABSTRACT During the 1994 Genocide
    [Show full text]
  • From “A Theology of Genocide” to a “Theology of Reconciliation”? on the Role of Christian Churches in the Nexus of Religion and Genocide in Rwanda
    religions Article From “a Theology of Genocide” to a “Theology of Reconciliation”? On the Role of Christian Churches in the Nexus of Religion and Genocide in Rwanda Christine Schliesser 1,2 1 Institute for Social Ethics, Zurich University, Zollikerstr. 117, 8008 Zurich, Switzerland; [email protected] 2 Studies in Historical Trauma and Transformation, Stellenbosch University, Stellenbosch Central, Stellenbosch 7599, South Africa Received: 13 December 2017; Accepted: 18 January 2018; Published: 23 January 2018 Abstract: This paper explores the role of a specific religious actor, namely Christian churches, in the nexus of religion and genocide in Rwanda. Four factors are identified that point to the churches’ complicity in creating and sustaining the conditions in which the 1994 genocide could occur, leaving up to one million people dead. These factors include the close relationship between church and state, the churches’ endorsement of ethnic policies, power struggles within the churches, and a problematic theology emphasizing obedience instead of responsibility. Nevertheless, the portrayal of all Christian churches as collaborators of the genocide appears too simplistic and one-sided. Various church-led initiatives for peace and reconciliation prior to the genocide indicate a more complex picture of church involvement. Turning away from a “Theology of Genocide” that endorsed ethnic violence, numerous Christian churches in Rwanda now propagate a “Theology of Reconciliation.” A modest empirical case study of the Presbyterian Church (EPR) reveals how their “Theology of Reconciliation” embraces the four dimensions of theology, institutions, relationships, and remembrance. Based on their own confession of guilt in the Detmold Confession of 1996, the EPR’s engagement for reconciliation demonstrates religion’s constructive contribution in Rwanda’s on-going quest for sustainable peace and development.
    [Show full text]
  • Léo Volker Architect of Aggiornamento
    Society of the Missionaries of Africa - History Series no 12 Léo Volker Architect of Aggiornamento 1957-1967 Aylward Shorter M.Afr. Rome 2013 Stampa Istituto Salesiano Pio XI - Via Umbertide, 11 - 00181 Roma Tel. : 06.78.27.819 - Fax : 06.78.48.333 - E-Mail [email protected] Finito di stampare : aprile 2013 Foreword The meeting of the History Research team held in Rome from 5th to 7th May 2011 suggested that I should prepare material for the study and teaching of the period 1947-1967. This was a period in which Africa and our Society experienced some of the most sweeping changes in our history. Reading and research for this period was carried out in London in 2011 and in Rome in February 2012. A dossier of background and working papers, amounting to some 40,000 words, was prepared. In addition, material was included about Missionaries of Africa who served as military chaplains, and who were demobilized between 1945 and 1954. In 1957 the Society included up to 600 former soldiers, of whom one in ten had served as officially designated military chaplains. This fact had much to do with the Society's preparedness for, and expectation of, change. In November 2012 François Richard and Jean-Claude Ceillier proposed that the dossier should form the basis of a volume in the History Series, focussing on the contribution of Léo Volker, superior general from 1957 to 1967.I am grateful to Jean-Claude Ceillier and the History Research team, and to François Richard, Juan-José Oses and Fritz Stenger in the General Archives, Library and Photo Collection at Via Aurélia, for ail their help.
    [Show full text]
  • Colonial Roots of the Rwandese Ethnic Conflict
    International Journal of Humanities and Social Science Invention ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 5 Issue 5 ||May. 2016 || PP.79-83 Colonial Roots of the Rwandese Ethnic Conflict Ashutosh Singh (Research Scholar, Department of Western History, University of Lucknow, Lucknow) ABSTRACT: The 1994 Rwanda Genocide apart from being a major humanitarian travesty also poses some very interesting questions to a social scientist. It is one of the very few if not the only case where an entire community carried out a planned extermination of another. This was in marked contrast to the Jewish Holocaust, the primary responsibility of which lay with the Nazi Party and its anti-Semitic doctrine, and many Germans were even unaware of the former. In Rwanda, the genocide was carried out by almost the entire Hutu Community against the Tutsi, and is a living example of the dangers of a polarised society. However, the roots of the genocide were laid early in Rwanda’s colonial past; the polarised Rwandese society was a direct product of the policies followed by the colonial regime. The Catholic Church also played an important role in creating artificial divisions in Rwandese society. It would thus be useful to study the roles of the various colonial institutions in creating the ethnic divide in Rwanda. Keywords: Colonial, Rwanda, Ethnic, Conflict I. Introduction In 1994, Rwanda erupted into one of the most appalling cases of mass murder the world has witnessed since World War II. Many of the majority Hutu (about 8 per cent of the population) turned on the Tutsi (about 12 per cent of the population) and moderate Hutu, killing an estimated total of 800,000 people.
    [Show full text]