Group+04

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**What are the political effects of Rwanda post genocide? **
Group 4: Maiki Flazer, Ashlyn Kawamata, Francesca Koethe History of the genocide BACKBONE: how everything is structured/started Persecution and Govt CURRENT: what people are doing now Displacement, Foreign Policy RECONSTRUCTION: fixing things now so it doesnt go back to the way it was (well known phrase?) Education, relationship and jobs

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__ History of Rwanda Genocide: __ Several factors led up to the killings in Rwanda. Belgian influence on Rwanda had created racial stereotypes. They summed the two types of people distinctly. The Tutsi people were the ruling class and had a prominent appearance of a tall, thin body with a delicate nose. Hutus, on the other hand, were the lower farming class and known for being short and stocky with a wider nose. In order to separate the two, Belgian immigrants assigned each Rwandan an identification card (Rusesabagina **#**). By favoring the Tutsis, racial tensions were brought up in the two groups beginning the start of a long feud. This eventually led to political turmoil with a civil war in 1959 against the Hutu government. The president at the time, Juvenal Hayarimana was losing governmental power, so he shifted the public opinion to be against the Rwandan Patriotic Front (RPF), a rebel group against the Tutsis. On April 6, 1994, Hayarimana’s plane was shot down in a conspiracy and right after; Hutus across the country began murdering Tutsis. They used machetes, raped women, and used dead bodies as road blocks. From April to July 2, 1994, over 800,000 Tutsis and moderate Hutus were murdered in the fastest and most efficient genocide in history. Finally on July 4th, the Tutsi rebel army, known as the RPF, captured the capital of Kigali, signaling the end of the genocide (Rwanda: How the Genocide Happened). Now that the murdering had ended, Rwandans were at peace. But, those who survived have physical and emotional scars from the massacres. Rebuilding and reconstruction is where Rwanda is at now and they are taking a step in the right direction to becoming a stronger country than before the genocide.

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The displacement of Hutus is the result of the 1994 genocide sending a message to all Hutus and possibly other people of different race or going through some sort of genocide. It should not be worth it to kill people and in return, flee from your home and live in fear that you could go to jail or even death sentence. This fear grows when they put those they love in jeopardy of being hurt as well. The new government in Rwanda is trying their best to restore life to the way it was. In one article, President Paul Kagame of Rwanda said, “The Rwandan people were able to live together peacefully for six hundred years and there is no reason why they can’t live together in peace again” (qtd Paul Kagame “Genocide-Rwanda”) ======



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Maiki reconstruction stuff:
Social projects: [] Building projects: [] [] NGO's: []

For Ash: After the genocide, Rwanda had many changes in its relationships globally such as those with France, United States, and United Nations. Within these connections, some were strengthened while others were eradicated.

"International Criminal Tribunal for Rwanda." //International Criminal Tribunal for Rwanda//. United Nations, n.d. Web. 24 Mar. 2010. .

websites: hey Maiki you can use one of these i think cause it has something about education! []

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Global Issues: Group Outline ** I) **** Thesis ** : After the genocide ended in Rwanda, there were dramatic changes that influenced the political spectrum, such as the Rwandan government structure, internal reconstruction, and foreign policy. A) Prior to genocide: 1) Racial hate stereotype: create hate and tension (1) Tutsis-Ruling class, tall, thin, delicate nose (2) Hutus-farmer class, short, stocky, wide nose (a) Belgians influence stereotypes-favor Tutsi (ID cards) 2) Government: political turmoil (1959 civil war) ( // Rusesabagina, Paul // ) (1) Economy diminish and Hayarimana losing power (a) Gain back Hutu people on his side by hating on RPF B) Rwanda Genocide: April 1994 (100 days) 1) The most efficient and fastest genocide (1) Kill 800,000 Rwandan Tutsis, moderate Hutus C) The End of Genocide: 1) April 6, 1994: President Juvenal Hayarimana shot down (start) (1) Hutus use as a chance to start mass killings (a) Machetes, rape, road blocks used 2) July 4: Tutsi rebel army capture the capital of Kigali (end) (1) RPF: Rwanda Patriotic Front ( // Rwanda //// : How the genocide happened // .)   III) ** BACKBONE ** : How the government is being structured A) Governmental Transitions: (http://www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/country-profile/sub-saharan-africa/rwanda?profile=politics) 1) Members of government: (1) Paul Kagame: president of Rwanda (Tutsi)-labels self as Rwandan (i) Transition from Hutu to Tutsi led (b) Steers away from ethnic separation, strong emphasis on national unity (i) Want wipe out Hutu forces ([]) (c) Previous head of Rwandan Patriotic Front (i) French accuse him of assassinating President Hayarimana (says untrue) (d) Term runs until August 2010 (2) Office holders Make Hutu members of old government-senior ranks in ministries (i) Include making it fair-“We did not come here only to take power. We came here to change things in this country.” (Parilament-//Ethnic Violence//) (b) 30% senior positions-required to be filled by women (i) 50% parliament female deputies (softer touch), maternal instinct, peaceful outlook 2) Political Parties-RPF: majority party give security, rebuild economy, end distinction of Tutsi/Hutu (a) Nine parties total: not allowed to create a party based on race religion region (i) RPF intimidates voters (create extreme unity)-hinders people freedoms 3) Linkage: Government transitioned from racially based to attempting a peaceful state (1) “Victims take power from victimizers” (//Ethnic Violence//) B) Hutu Persecution: 1) Why important?: (1) Philbert Sindayiga (Tutsi survivor)“The killers must be punished, or else we will be forced to take justice into our own hands, and if we do that, there’ll be no difference between us and them.”(pg 138 //Ethnic Violence//) 2) Trial Types: (1) International Criminal Tribunal for Rwanda (ICTR) created by UN (i) Prosecute serious violations of genocide (between Jan 1 1994-Dec 31 1994) (ii) Three Sections of Tribunal: ( 1. Chambers and Appeal Chambers 2. Office of the Prosecutor (decides investigations) 3. Registry (find information for administrative support) 4. Located in Tanzania (b) Have made over 25 major arrests (often death sentences) (i) Base sentence on how they act in court (ex. Feel remorse) 1. Michel Bagaragaza- former tea official order to kill Tutsis in a chirch a. Receive shorter sentence-help court, feel guilt ( // REUTERS // ) 2. Emmanuel Rukundo: army chaplain-rape, murder, kidnapping (25 year sentence) 3. Father Athanase Seromba: first Catholic priest in prison (convicted 15 years) (//BBC Timeline//) (2) Gacaca: traditional system (a) Use of people to decide minor cases in districts (b) Government not have enough officials to solve all cases (i) 244 judges, 14 prosecutors, 39 investigators in 1994 (//Ethnic Violence//) 1. Use decentralized judicial system (sometimes unfair) 2. [] 3) Imprisonment: bad conditions (1) Example of Gitarma Prison: 9 Hutus die per day (1995) (2) 2000: still disease, dehydration, suffocation (a) Gitarma Prison: so many trials: 97% of inmates will die before their trial (i) 3% of this lucky group-1/2 will get a lawyer (b) Lawyers: provided by Avocats (Genocidaires) Sans Frontiers (i) Unfair: don’t get witnesses (they fear retaliation) (//Ethnic Violence//) (3) Today: release many of those imprisoned even if guilty (a) By 2000-60,000 people were released (BBC timeline)  IV. **Reconstruction:** rebuilding Rwanda 1. Education A. Before i. Discrimination; based on social group and regional criteria rather than on scholastic performance. ii. Elders taught morals and social values through story telling, dances and others methods. B. After i. Ministry of Education has a hard time dealing with lack of qualified teachers and learning materials ii. Government of Rwanda is emphasizing and providing an educational system with no discrimination and alienation. iii. Dakar World Education Forum in 2000 was adopted and focuses on children rights in case of emergency situation. Discipline and organization in documentations and analysis needs to further its details before training programs for emergency situations (ex. genocide) could perform. C. Compare i. Poor and problematic- needs money for materials and teachers pay. ii. Schools are being over populated by children causing the facilities to be limited. iii. Curriculum needed/needs more work regarding discipline, organization and school work for the appropriate age group. 2. Relationships i. "First, a dualist post-genocide society is in danger of genocide occurring again if institutions and civil society are incapable of ensuring that both groups can coexist within the same social and political space." ii. "Second, institutions that seek to reconcile the two groups must be conscious of the risk that punishing past violence may incite more violence." iii. It's less discrimination to both classification groups because of fear for another genocide to happened. Although, some still threaten lives to either kill, rape or badly beaten. a. Independent Nations Relationships i. France 1. Supplied Hutus weaponry and prepared army 2. Judge Bruguiere accused current president Paul Kagame for shooting president Hayarimana plane a. Kagame previously head of RPF 3. Currently no relations to Rwanda since 2006 a. 25,000 Rwandans riot against French leaders b. Rwandan government gave French Ambassador 24 hours to leave ii. Uganda 1. Great Lakes War (//Uganda// //and Rwanda: Friends or Enemies?//) a. Ended August 1999 because of Lusaka agreement. b. Huge battle arose with Ugandan People’s Defense Forces (UPDF) and Rwandan Patriotic Army (RPA) killing over 600 troops and civilians. c. they reassured the Lusaka Agreement 2. Two more battles arise in 2000 or March and May between Uganda and Rwanda leaving one million displaces and ten million more risking starvation. a. Pretoria Agreement signed in July 30 and December 17 of 2002, was the precedent of Rwandan troops leaving from DROC. iii. United States and Reconstruction 1. Helps Rwanda through military training. a. Combat and military management b. Disaster relief and military and civilian justice c. soldier team development d. land-mine removal ([]) 2. iv. United Nations: During and Post 1. In 1994, UN established the International Criminal Tribunal for Rwanda (ICTR). a. helps accuse big players of genocide 2. Help bring back refugees and keep peace in country ([]) b. Displacement c. Displacement during Rwandan Genocide i. Internal Displacement ( // Rwanda //// : Ensuring durable solutions for Rwanda's displaced: a chapter closed too early) // 1. 1998 to 1999, 650,000 Hutus became displaced in North Western areas of Ruhengeri and Gisenvi. a. Rwandans returning from DRC in December 2000. (26,000 people.) d. Displacement post genocide i. New government-Tutsis fled back to homes (safer now) 1. 1994, refugees that left country came back between 1996 to 1997 about 1.8 million people ii. Tutsi Government create fear of persecution 1. 2 million Hutus fled to Congo 2. Led to Rwandan invasion in refugee camps ( [] ) e. Solution to internal balance i. “Urged Hutu refugees to return home, and preached tolerance, coexistence, and respect for human rights.” (//Ethnic Violence//) VI. **Conclusion:** After the genocide ended in Rwanda, there were dramatic changes that influenced the political spheres, such as the Rwandan government structure, internal reconstruction, and foreign policy.
 * II) **** HISTORY: ** How it began
 * V. **** Foreign Policy- **

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 * Ashlyn:** hey guys, here's some websites for us to use!

[] Hey here is the outline: Entire framework for education building program ESSP:[] Timeline good trial facts and govt changes: [] (printed) FDLR presence and Congo: [] (printed), []
 * Frankie:** Different possible topics that will answer our EQ. Check them out, tomorrow we can go over and see which ones we want to look into and finalize the structure of our outline.

This person wrote a good essay on Rwanda that can help, they have good sources too. []

Another good site for information on different political aspects of Rwanda genocide effects:[]

Displacment: []


 * Maiki; [[file:mfWP1.wps]]**


 * Maiki:** ok:) I thought they were helpful cause I know in some social cases relate or involves the government(political). i will try to find videos that focus more on the political effects/


 * Frankie:** This was a good video but remember we have to stick to more political effects, this was mostly social but it was very informative. Thanks for finding them.

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 * Frankie:** hey guys since we're narrowing our topic I think this site gives us an esay idea of what we should be researching politically. Check it out, I'd skip over the parts we already know and go straight to the politics, it was pretty interesting.

This one talks about human rights and current politics in Rwanda: []

This discusses Gacaca Courts to help penalize those who are suspected of genocide: []


 * Maiki:** hey Frankie and Ashlyn,
 * 1) You know how like Mrs. Marshall was talking to us about narrowing down our EQ, well googling POST GENOCIDE RWANDA will help us alot . I've read through this particular one,[|://www.jonescollegeprep.org/ourpages/auto/2008/3/14/1205519349850/Reconciliation%20in%20Post-Genocide%20Rwanda.pdf]It talks about reconciliation in both pre and post genocide rwanda.
 * 2) Read this article! [] Its about this thing called Gacaca. After the genocide of Rwanda, there were many things that survivors faced that caused the continuation for them to tremble. The Gacaca is a "local justice". Im still researching this Gacaca thing


 * I'll do more researching and reading.***

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 * Ashlyn:** Here's the page to a genocide site that sites all the other genocides.

Here's another page that talks about Rwanda []