anti bullying week -...

Keeping Memories

Teaching Resource Pack

Anti Bullying Week

Keeping Memories 2

Anti Bullying Week

Table of Contents

Background: A Brief History of Rwanda p.3

Teaching Resources in context p.4

How to use these resources p.5

Transcripts for audio in Slideshow p.6

Before and After: Iconic Images of Rwanda p.8

Take home message cards p.12

Feedback Questionnaire p.13

Please note that these resources are designed to be used in conjunction with ‘rYico Anti Bullying Week Power Point Slides’ and ‘rYico Anti Bullying Week Lesson Plan’.

Acknowledgements These resources, including Power Point Slides and Lesson Plans © Rwandan Youth Information Community Organisation (rYico).

Copyright of individual testimonies, photographs, paintings and poems remains with the contributor.

Author: Monica Davison

Paintings and Iconic Images of Rwanda © Patrice Shema

Photographs of participants © Jackie McCullough and Rafael Casarini

Photograph of Gorilla © absoluteafrica.com

Photograph of Genocide Memorial © Andrew Sutton / Survivors Fund (SURF)

Photograph of Olympic Stadium © John Curnow

Photograph of Rwandan MP © women-without-borders.org

Caterpillar Game in Anti-Bullying Week and elements of Black History Month © Paul Ginnis, replicated with permission from Paul Ginnis (2002), Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner, Crown House Publishing

Cover image © Hannah Johnson

rYico has made every effort to ensure that the content of this publication is accurate, but takes no responsibility for errors or omissions herein.

These resources are distributed free of charge thanks to a grant from The Heritage Lottery Fund and are intended for educational use. Their contents may not be copied, reproduced, republished, posted, broadcast or transmitted in any way without first obtaining rYico’s permission or that of the copyright owner.

Keeping Memories 3

For the teacher

Background: A Brief History of Rwanda

For hundreds of years Rwanda has been home to three groups of people: Hutus, Tutsis and Twas. Originally, Rwandans could change which group they belonged to, since each simply represented a social class. In the late 19th century, as a result of German and then Belgium colonial rule, these identities became fixed and the Tutsis were selected as the rulers of the country, even though they were a minority group.

In the 1930s the Belgians introduced I.D. cards that stated the holder’s ethnicity, cementing the idea that Tutsis, Hutus and Twas were racially different.

In 1959, the Hutu majority revolted against the Belgians and Tutsis, and took power for themselves, ruling over Rwanda for the next 30 years. Throughout this period, Tutsis faced institutionalised discrimination and experienced sporadic outbursts of violence.

In 1990 the Rwandan Patriotic Front (RPF) – a group that was pre-dominantly made up of Tutsis who had fled Rwanda in the 1950s – invaded Rwanda, which began a civil war. The Hutu political elite, fearful of losing power, began to pursue increasingly extremist policies. This culminated in the 1994 genocide, which began when the President of Rwanda’s plane was shot down on 6 April 1994, and was only ended by the RPF’s victory on 18 July 1994.

Approximately 200,000 people participated in the killing. In just one-hundred days 800,000 Tutsis and moderate Hutus had been killed, 250,000 women had been raped, 2 million refugees had fled Rwanda, and over 100,000 children had been made orphans. This whole process was carried out in full view of the international community and, infamously, the UN failed to intervene.

In search of reconciliation between Tutsis and Hutus in Rwanda three main solutions have been pursued: prosecuting the perpetrators, educating survivors and the next generation, and passing legislation that seeks to diminish ethnic difference. Reconciliation is an ongoing process, and is something that will take decades to fully realise.

Tutsi ID card at massacre site Nyamata Church, Rwanda © Aegis Trust

Keeping Memories 4

For the teacher

Teaching Resources in context

Rwandan Youth Information Community Organisation (rYico) is a small UK charity that works to support and empower vulnerable young people in Rwanda as well as raise awareness of Rwanda and Rwandans in the UK.

These teaching resources are part of rYico’s Heritage Lottery funded project, Keeping Memories: Rwandans in the UK, which began in 2011. The initiative celebrates the rich heritage of the UK Rwandan Community as well as commemorating the 1994 genocide. A key aim of our project is to provide young people with the opportunity to learn from the personal experiences of project participants to foster intergenerational and intercultural understanding.

The project is centred around material from interviews with ten members of the UK Rwandan community which were undertaken by trained student volunteers from the University of Sussex. We created a multimedia exhibition of photographs, audio from the interviews, text and paintings which toured nationally throughout 2012-2013. This was accompanied by an event series of open evenings, seminars, film screenings and music.

rYico has produced an interactive website which includes a online version of the exhibition, and a colour book which explores some of the major topics from the interviews. To view the exhibition or to request a copy of the book for your school, visit www.ryico.org/keepm. The audio files from the interviews, as well as the transcripts and the book, are publically available in full from Sussex University Special Collections archive.

Keeping Memories runs in partnership with the West Midlands Rwandan Community Association (WMRCA).

This is a resource for Anti Bullying Week. We also have teaching resources for Black History Month and Refugee Awareness Week. To access these files please visit: www.ryico.org/keepm/?page_id=30

Rwandan Youth Information Community Organisation (rYico) Community Base 113 Queens Road Brighton BN1 3XG

Telephone: + (0)1273 234836 Email: [email protected] www.ryico.org/keepm

mailto:[email protected]

Keeping Memories 5

For the teacher

How to use these Resources

These resources are designed to be used as part of PSHE lessons. However, if your school does not have specific time allocated to PSHE it will still be possible to use these resources. Each lesson is split up into smaller tasks, lasting on average fifteen minutes. These tasks can be tackled in form time over a number of days. Alternatively, it is also possible to use the case studies as a basis for group discussion.

These resources are aimed at students in Key Stage 4 (14-16 year olds) and are designed to accommodate a range of abilities.

rYico has chosen not to specify specific timings for the activities as we are aware that different classes will be working at different levels. The lessons are designed so that they can be adapted to be used in the most appropriate manner for your class.

These resources should be used from the front of the class using a SMART Board. If pupils wish to hear more testimonies, please encourage them to visit www.ryico.org/keepm/?page_id=24

This document should be used in conjunction with a set of PowerPoint slides, entitled ‘rYico Anti Bullying Week Power Point Slides’. You will find this file located in the same folder as this kit.

This document should be used in conjunction with a lesson plan, entitled ‘rYico Anti Bullying Week Lesson Plan’. You will find this file located in the same folder as this kit.

In order to view some of the resources embedded into the PowerPoint’s it may be necessary to download ‘Quicktime’. This is free to download at the following address: www.apple.com/uk/quicktime/download

Please note that some pages in this kit will need to be printed in multiple copies according to the needs of your class.

These resources are provided free of charge. It is very important to us to collect feedback to ensure that our project is meeting its aims and reaching a broad range of people. We have included a short feedback form and we highly appreciate you filling it in and sending it back to: [email protected].

Keeping Memories 6

For students – 1 set of transcripts per group

Transcripts for Audio in Slideshow

Q1 And when were you first aware when you were younger that there was a difference or that people saw a difference between Hutus and Tutsis? When I first, the first time when I first I starting probably at school first class yeah, because when you starting for registration they used to register you and they put your ethnic on your card, so when my parents register me to start for primary school they bring a card. I wasn't know about anything, I didn't know how to read and then they showed me this is your card, you're going to go to school. So when you start the first day to school they start separate you, they said, 'The Tutsi this side, the Hutu this side' and then they know how many Tutsi, how many Hutu in the class so when I going back home I asking my parent, to school they ask us to separate, they separate us as Tutsi and Hutu because most of time you find yourself

Tutsi is a small number of student, Hutu they are too many and you ask them why, they told you, 'You are Tutsi' that's why they did it, they wanted to know who you were, your ethnic, if you are Tutsi or Hutu.

Q2 How did you feel about that at the time, what did you think? At the time you feel like, I can't say discrimination because I didn't know it it's a discrimination, but somehow you feel you are embarrassed because most of your friend, your student, your colleague, they are going in one group they are too many,

you are staying there alone and then you starting because you are kid you don't know anything at that stage but you start looking each other, some of them ask, 'Why the Tutsi, they are too small number, we are too many.' That's how somehow you feel like, you're feeling bad a bit because sometime we want to be to go in too many numbers, you don't want to feel you are alone in small numbers yeah.

Q3 Did the other children treat you differently at school? Yeah when we start getting in the third year/fourth year, some of them they starting abuse you for it and they said, 'first thing you are Tutsi, we gonna kill you.' It is something they heard from their parent, they used to call us snake, 'You are snakes, you are cockroach' something like that, but because we were kid you have nothing to do about it, you go and tell your parent home, they say, 'Leave it, you are alright, you know there's nothing they gonna do for you, you will be alright, they just keeping motivated you and then ignore it.'

Q1 Can you remember how old you were when you first became aware that there was a difference between Tutsis and Hutu? Yeah, yeah I remember when I was in primary school in Year 4, I was ten-years-old, our teacher every year, on the beginning of the year our teacher come in the class and every teacher must do that, you have to know how many Tutsis in your classroom, you have to know how many Hutus in your classroom and you have to make report and you have to send that report in the ministry of education. I remember one of my teacher, I was in Year 4 I told you, come in our classroom and 'Who is Tutsi in here?' He say, 'Tutsi hand up.' I put my hand up proudly because I was proud to be a Tutsi, and other children say, 'Oh they're trying to bully me' I say 'why?' So in the next year when

I was in Year 5 when the teacher asks me to ask us in general to put their hand up if you are Tutsi or Hutu, I was ashamed.

Keeping Memories 7

For students – 1 set of transcripts per group

Transcripts for Audio in Slideshow (continued)

So that's why I start to realise there is any problem. I asked my dad, he tried to explain me, he tried to explain a long time ago what happened to his father, his brother, his father-in-law in 1959 when that family, his family and his family-in-law went to get refuge in Tanzania. So this problem, Hutu and Tutsi problem in Rwanda is from long time ago.

So from that time when I was in Year 4, 5, 6, 7 so when I went secondary I realised clearly that government try to separate, try to make hatred between Hutu and Tutsi. When I finished my secondary school, when I start my job, I told you I was teacher, in that time I can see clearly the problem. If you apply for a job you can't get a job because you are Tutsi, if you applying for to go to army, I'm telling you in that time the whole army was 98-point-something-percent Hutu - no Tutsi; government, ministers, governors, senior officers in the army all was Hutu. Doesn't say, doesn't mean the Tutsi wasn't able to do that, he was able to do that but they wasn't allowed to do that.

Q1 I'd like to talk to you a little bit about reconciliation and how you feel about the reconciliation process in Rwanda, so the gacaca courts for example, and how you feel that has affected you in Burundi or how it affects people living outside of Rwanda. What is the difference in the reconciliation and forgiveness process for those that are living in Rwanda and those, like yourself, that were outside of Rwanda following the genocide? I think in the case of Rwanda, like us who live outside, that's where you have to think about do I really want, because of what happened, I don't want to see Rwanda going through it again and I don't want to see another generation experience what I have gone through. So you feel you have an obligation to make an effort to do something for the rest of your mind basically and you want to be a better person in your everyday thing you do. That for me is a part of my work, I feel I've got an obligation to contribute to the reconciliation programme that a) that I don't have to follow the Rwandan gacaca, I can create a reconciliation programme that I feel it helps me and it helps another person.

And there is in many ways you bring that, you walk around you there is people all the time and there is always conflict around you so that's how you use, for me, what I've learned, what I've gone through. I always think I am able to forgive anybody, anyone, anyone, I am definitely … he doesn't have to be Rwandan, he can be another person upset me and I use my experience. Sometimes we are trapped in our own identity but actually the issues are similar, there is the extremism here, there is vulnerable people here, so really it's a global issue that we all have to work on, regardless of identity. And we can work on using our own experience from within our identities and see how we have learned how to reconcile from first our groups then go from there and help everybody.

Keeping Memories 8

For students – 1 per group

Before and After: Iconic Images of Rwanda

Radio

Rwanda’s single radio station Radio Rwanda was used by the Hutu militias to promote hate and incite ethnic Tutsi cleansing.

Today Rwanda has an additional twelve independent radio stations Contact FM, Flash FM, Radio 10, Radio Izuba, Radio Miriya, Radio y’abaturage Rubavu,

Radio y’abaturage Rusiza, City Radio, Ijwi ry’lbyiringiro, Radio Umucyo, Radio Salus and Restore FM All of the stations promote freedom of speech and unity and reconciliation.

Keeping Memories 9


Before and After: Iconic Images of Rwanda (continued)

Women

During the genocide of 1994 70% of Tutsi women surviving the atrocities had been subjected to sexual violence.

Today, 44 seats of the 89-seater Rwandan parliament are held by women. 56% is the highest percentage of female MPs in any of the world’s parliaments.

Rwanda’s post-genocide constitution ensures a minimum 30% quota.

Keeping Memories 10


Before and After: Iconic Images of Rwanda

Identity Card

At the time of the 1994 genocide, Rwandan national identity cards carried information about an individual’s ethnic origin.

This information was used to segregate the Tutsi population from the Hutu and Twa communities.

Today, the reference on the national identity card to an individual’s ethnic origin has been removed and replaced with nationality.

Keeping Memories 11


Before and After: Iconic Images of Rwanda (continued)

Machete

The Machete was widely used during the Rwandan 1994 atrocities by the Hutu militias to manslaughter Tutsis and the minority moderate Hutus.

The investigation into the genocide has highlighted that half a million dollars’ worth of machetes were ordered a year before the genocide began.

Today, machetes are still used for domestic household and agricultural purposes, but when they are not being used they are carried facing down

with the blade wrapped in banana fibres to signify passive and good intentions.

Keeping Memories 12

For students – 1 set, cut out per student

If you feel that any of the issues arising from the ‘racial bullying’ sessions require further discussion please talk to your form tutor or progress leader.

Other useful contacts The Samaritans 08457 90 90 90

NSPCC: 0800 1111

Support line: 01708 765200

rYico: www.ryico.org



NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111





NSPCC: 0800 1111



Keeping Memories 13

Anti Bullying Week For the teacher

Feedback Questionnaire

We would be immensely grateful if you could take a couple of minutes to reflect on your use of these resources. Doing so will enable us to ensure that our project achieves it’s aims and improve our material for schools. Your feedback is much appreciated.

If you have used more than one rYico topic pack, please fill out separate questionnaires for each.

Please return this form by post to rYico, Community Base, 113 Queens Road, Brighton, East Sussex, BN1 3XG or by email to [email protected]

Alternatively, you can fill in this survey online at www.surveymonkey.com/s/6PZN78K

1. Where is your school?

Name

Town / City

County

Country

2. Please provide a contact email address:

Email

Please mark all the boxes that apply

3. Is your school a:

State school Private school SEN school

Community school Free school Academy

Faith school Foundation school Grammar school

City Technology College Other (please specify)

4. Is your school a:

Boys school Girls school Mixed

5. I used these resources with:

Year 10 (14-15 year olds) Year 11 (15-16 year olds)

Other (please specify)

Keeping Memories 14

For the teacher

Feedback Questionnaire (continued)

Please indicate how much you agree with the following statements by circling a number (1 = strongly disagree / 6 = strongly agree):

6. The Black History Month resource pack was clear and easy to follow as a teacher 1 2 3 4 5 6

7. The content of the lesson was appropriate for Key Stage 4 1 2 3 4 5 6

8. My students found the lesson interesting and engaging 1 2 3 4 5 6

9. My students gained new knowledge or understanding as a result of this resource 1 2 3 4 5 6

10. These resources facilitated a useful and enriching learning experience for my students 1 2 3 4 5 6

Please write a short answer to the following questions:

11. How did you hear about this resource, and what motivated you to use it?

12. In your opinion, what was the best thing about this resource, and why?

13. What would you say was the most important thing that your students learnt from this lesson?

14. What could be changed or improved?

anti bullying week -...

Documents