C and I 214 – lesson plan
The objective of this unit is to allow the class to better understand the
Rwandan Genocide of 1994, a piece of world history that is not covered too
often. During the lesson the students will address -
The animosities between the Hutu and Tutsi ethnic groups
The political aspects leading up to the genocide
The role of the United States and the United Nations in aiding the
- Omaar, Rakiya and Alex de Waal, “U.S. Complicity by Silence – Genocide in
Rwanda.” The Covert Action Quarterly.
Available by http://media filter.org
- The lesson should take three days with an assessment procedure presented at
the end of the third day.
DAY ONE – Pre-Reading Activities. Brainstorming and Vocabulary Analysis.
DAY TWO – During Reading Activities. The Click and Clunk Method.
DAY THREE – Post Reading Activities. The Wrap-Up Strategy.
DAY ONE – (50 minute class period) The Brainstorming and Vocabulary lesson. Within the lesson of the Rwandan Genocide, there are many words and political parties that need to be addressed that the students probably will not know.
– Write all of the vocabulary words that the teacher feels are instrumental in
the understanding of this lesson on the front board in front of the class. Have
this done before the students enter class, giving them time to reflect on the
words before class starts.
to be put on the board concerning the lesson:
Genocide, Hutu, Tutsi, United Nations, Rwanda, colonialism, Hamitic Hypothesis, monarchy, ethnic groups, European imperialism, extremists, political parties, Juvenal Habyarimana, U.S. Ambassador Madeline Albright, Armored Personnel Carriers.
students take notes on each word as the teacher defines and explains them prior
to the text being handed out.
– By using a series of questions, stimulate the students’ prior knowledge on
the happenings in 1994.
we know about Africa in general?
we know about the Rwandan Genocide right now?
tie in the vocabulary with what the students know already.
end of the class period, pass out the assigned text and designate the pages that
are to be read. Pages 1-3,6-7.
– (50 minute class period) The Click and Clunk Method
– From the designated reading assignment of the day before, ask to students:
there any parts that were hard to understand? These are the CLUNKS of the
CLICKS are the parts that the students understand and are most comfortable with.
the students to fix the CLUNKS by asking questions of the teacher about the
second part of the CLICK and CLUNK strategy is the “Get the Gist” method.
the most important people, places, and things concerning the passage? EX:
President Habyarimana of Rwanda, Madeline Albright, Belgian colonial
the most important ideas of the passage? EX: Hamitic Hypothesis, ethnicity,
animosity between ethnic groups.
students these questions and write their answers on the board. Make sure that
they are taking notes throughout the class period. Cover the entire passage with
– (50 minute class period) The Wrap – Up Strategy.
first 10 to 15 minutes, review to the students what was covered on the previous
– The Wrap – Up Strategy. The key to using this strategy is class
participation. The Wrap – Up should consist of a series of questions that will
better enhance the knowledge of the students.
we learned about the Rwandan Genocide in 1994?
the Hutu and Tutsi ethnic groups the same? How were they different?
you think caused the genocide to occur in 1994?
other solution to the problem of the Rwandan government could have been arrived
at, as opposed to the genocide by the Hutu majority?
– Up session should encourage questions that are of a higher level thinking
than just questions with answers in the reading passage.
session is finished, introduce the assessment.
assessment will be a 4 to 5 page paper on the Rwandan Genocide of 1994
to be addressed in the paper will be:
did European colonialism play in the animosities between the Hutu and Tutsi
some of the most important political events leading up to the genocide in 1994?
you feel about the actions of the United States and the United Nations in the
halting of the genocide?
should we study the Rwandan Genocide of 1994 in our history classes?
students four days to complete the paper. For instance, if the lesson started on
Monday and ran through Wednesday, allow Thursday, Friday, and the weekend for
the paper to be completed. Instruct the students that no outside research is
needed for the paper, just use the text that was handed out in class on the
first day of the lesson.
of the paper will consist of a Rubric:
paper 4 to 5 pages in length?
of the questions addressed? Is there an understanding of the material?
are the students’ opinions stressed and supported?
Grading scale will be determined in accordance with the scale of the high