Y3 ENGLISH LE

LEARNING AREA: ORAL AND WRITTEN COMMUNICATION

Key Unit Competence: To use the language learnt in the context of genocide and peace building

Introductory activity

1. Based on picture one, discuss the actions of the international community during the 1994 genocide against the Tutsi.

2. On the basis of picture two, comment on the effects of genocide.

3. After observing pictures three and four, what do you think should be done in order to prevent genocide?

4.1. Describing words and expressions used in the context of genocide and peace building

4.1.1. Learning activity

Reading and text analysis

• Text: Practices leading to genocide

During the process to genocide some special practices reinforce the divisions. Based on different studies, the practices are as follows:

Social categorisation is the first practice that perpetrators think about in the planning process of genocide. People are classified into “us and them” by ethnicity, race, religion, or nationality: Germans and Jews, Hutu and Tutsi. In Rwanda, during the colonisation, researchers measured for instance the people’s height and the length of their noses. And then everyone was classified as Tutsi, Hutu or Twa. Identity cards were issued to each individual mentioning their ethnicity. It may not be deduced that this policy was meant to incite Hutu to commit genocide against the Tutsi, but this permanent line put between the groups and the implications related to that, largely and undeniably contributed to the antagonism combined with other things, led to the 1994 genocide against the Tutsi.

Discrimination is another practice leading to genocide. The social categorisation which gives the basis for defining groups may be followed by the exclusion of some groups, intensified by the injustice in the allocation of resources as well as the injustice on how the participation in decision making process is distributed. Since these practices of discrimination against some targeted groups are either done by state leaders or supported by them, they grow and lead to other phases that may lead to genocide.

Dehumanisation is an important phase in the process that leads to genocide because ideologically, the perpetrators claim to purify the society as a justification. So, the ideology grows deeper to convincing one group that another deserves nothing but death and this is a legitimization to kill. The availability of the dehumanising ideology is important in the process leading to genocide but may not be enough to cause genocide if it is not followed by other actions. This genocidal ideology “dehumanises” members of the victim group and justifies violence against them. Victims are not considered as belonging to the same human race as the oppressors. The targeted group is often likened to a disease, microbes, cockroaches, infections or a cancer in the body. That is what explains why during the genocide, bodies of victims are often mutilated to express this denial of humanity.

For the dehumanisation to have its effect, it needs propaganda to spread out the hate ideology done either by leaders themselves or the authorised groups who are supported by them. This is an important phase in the whole process because it helps the elite members of the eliminating group to disseminate the dehumanising ideology and to bring other members of that group to believe in that hatred. It becomes a motivating factor to take part actively in the killings. A prominent example of the hate media in Rwanda during the 1990s is the famous Kangura newspaper as well as the Radio Television Libre des Mille Collines (RTLM).

Next to propaganda is the preparation phase. This is when some acts liable of making genocide are performed. They include writing lists of victims, creation and training of militia, purchase and distribution of arms to be used. This is directly followed by the massacre of the targeted group members. In many cases, genocide is always preceded by killings targeting a given group or individuals belonging to that group in different places. Genocide may also be preceded by killings of moderate people because, of not supporting the extermination of the targeted group.

The last but one practice is extermination or genocide itself. This is the phase when the genocide is executed. It is when the intent to destroy the targeted group can be seen from what is happening on the ground. When killings are sponsored by the state, the armed forces often work with militias to kill like the Interahamwe did in Rwanda during the 1994 Genocide against the Tutsi. The main actors were: the interim government, local administration, security forces, militia, the media, civil society organizations (churches included), the population and the international community.

The final phase in this process is denial and impunity. During and after genocide, the perpetrators always find a way of denying their crime. They try to justify the killings, and to blame the victims, claiming that their own behaviours brought about the killings. In Rwanda, killers alleged that Tutsi were helping rebels of RPF, and they used this to justify the mass killing of innocent Tutsi. The denial of genocide is not only the destruction of the truth about the genocide by negating or minimising it, it is also a potential cause of its repetition.

Adapted from History for Rwandan schools, book 6, East African Publishers Ltd

• Comprehension questions

1. Explain social categorisation as a practice leading to genocide.

2. Discuss discrimination as a phase that leads to genocide.

3. How do genocide perpetrators use dehumanisation in the process that results in genocide?

4. Assess the role of propaganda before and during genocide.

5. Analyse the preparation phase in the process leading to genocide.

6. Rephrase what happens during genocide as described in the last but one paragraph.

7. With reference to the final paragraph, criticize the use of denial and impunity by genocide perpetrators.

4.1.2. Application activity

Vocabulary, sentence, summary and composition writing

I. Vocabulary

Using a dictionary or a thesaurus, find the meanings of the words in the table below.

I. Sentence construction

Construct meaningful sentences, using the terms in the above table.

III. Summary writing

In not more than 120 words, summarize the practices leading to genocide as explained in the above passage.

IV. Composition writing

Write a 350 word composition on the topic: “Genocide is a crime against humanity.”

4.2. Genocide in the world

4.2.1. Learning activity

Reading and text analysis

• Text: Genocides in the world

It is worth noting that the occurrence of genocide is not limited to Rwanda. There have been other cases of genocide in different parts of the world that occurred in different times. Some of the cases of genocide that happened in the 20th Century are as follows:

The Nama Herero Genocide was not recognised for unknown reasons by the United Nations Organisation. However, many authors and specialists in the study of genocides qualify it as a pure act of genocide committed against the Nama and the Herero in 1907. When the Germans arrived in South-West Africa (Namibia) in 1880, they found the area populated by certain groups of people such as the Nama (Namaqua) who were about 20,000 in number by then. Another group of people was the Herero who were about 75,000 in number. Their occupation was cattle herding. These people violently resisted occupation of their land and establishment of the German rule. The German commander who led the conquest, vowed to meet any resistance from the natives with ‘uncompromising brutality’. He vowed to wipe out the natives completely in 15 years time. The Germans took the Herero native land forcefully and planned to build a railway across their territory. Led by their leader, Samuel Maharero in January 1904, the Herero attacked white-owned farms and murdered 123 German settlers and traders sparing only women, children and missionaries.

Later, the commander of German Forces, General Lothar von Trotha organised his ground army and they surrounded the living areas and the livestock pastures of the Herero. They only left a small opening through which the Herero could escape to the Omaheke desert. The Germans attacked and killed 5,000 people and wounded 20,000 others. They captured water sources and forced the survivors to flee to the desert. They followed the survivors to the desert and massacred them. They also poisoned water sources in the desert. On 2nd October of the same year, General Trotha released an extermination order forcing the Herero people to leave the land. The Herero escaped to the desert where the Germans had already poisoned the water wells. When the Nama saw what had happened to the Herero, they also fled. Those who remained behind were collected into camps where they were tortured and forced to provide labour. Most of them died of diseases such as small pox and typhoid in the camps. About 80% of the Herero and 50% of the Nama people were wiped out.

The Holocaust is a genocide that occurred in Germany and its occupied territories. It targeted Jews of whom approximately 6,000,000 were killed by Adolf Hitler and his Nazi regime. Apart from the Jews, non-Jews were also killed including millions of Polish Gentiles, Russians, Ukrainians and prisoners of other nationalities. This has been one of the largest genocides in history. About two-thirds of the Jews who lived in Europe were killed in the Holocaust. Laws were passed in Germany that excluded Jews from the civil society, more specifically the Nuremberg Laws of 1935. Concentration camps were established where Jews were murdered in large numbers. Jews were collected from various parts of Germany occupied territories in 1939 and were transported in cargo trains to the famous concentration or extermination camps. Most of them, however, died along the way. Those who survived the journey by train were killed in gas chambers.

The 1994 Genocide against the Tutsi in Rwanda is another human tragedy. Events leading to the planning and execution of this genocide date back to 1959. Its cause was the history of a long process of violence, hatred, injustice and ethnic divisions in the first and second republics of Rwanda. Massacre against the Tutsi had happened in 1959 as a result of similar reasons to those ones that caused the 1994 Genocide-manipulated ethnic rivalries between the Hutu and the Tutsi. There was an ethnic and political violence which was characterised by a period of violence from 1959 to 1961 targeting the Tutsi and Hutu members of UNAR (Union nationale rwandaise). This violence saw the country transition from a Belgian colony with a Tutsi monopoly to an independent Hutu dominated republic. A Hutu elite group was formed to counter the Tutsi policy and transfer power from the Tutsi to the Hutu. From November 1959, a series of riots by the Hutu took place. The riots entailed arson attacks on Tutsi homes. The violence forced about 336,000 Tutsi to exile in the neighbouring countries where they lived as refugees.

The exiled Tutsi organised themselves into an armed group to fight their way back into their country. Afterwards, there were no active threats posed by the Tutsi refugees to the Hutu-controlled government in Rwanda. It was until the early 1990s when the Tutsi refugees regrouped again into a strong force and formed the Rwandan Patriotic Front (RPF), a movement which they used to force the Rwanda government into a political negotiation. However the negotiations failed as Hutu extremists were not willing to share the power.

Using the death of President Juvenal Habyarimana in an airplane crash on April 6th, 1994 as a pretext, they executed their long term plan of killing the Tutsi in the 1994 Genocide at the end of which more than one million Tutsi were massacred. The 1994 Genocide against the Tutsi did not take a long time to be recognised by United Nations Organisation. The Security Council created the International Criminal Tribunal for Rwanda (ICTR) by the Resolution 955 of November 8th, 1994. Based in Arusha, the ICTR was established to deal with the prosecution of the Rwandans responsible for the 1994 Genocide against Tutsi.

Extract from History for Rwandan schools, Book four, East African Publishers Rwanda Ltd, p. 20-24

• Comprehension questions

1. Examine the root cause of the Herero genocide.

2. Discuss the extent of cruelty in the execution process of the Herero genocide.

3. Evaluate the atrocities in the execution of the holocaust.

4. Discuss the cause and events that led to the 1994 genocide against the Tutsi.

5. Analyse the course of events starting from the early 1990s to the outbreak of the 1994 genocide against the Tutsi

4.2.2. Application activity

Vocabulary, sentence and summary writing and research report presentation

I. Vocabulary

Use a dictionary and a thesaurus to find the meanings of the following words used in the above passage.

1. …occurrence… (paragraph one)

2. …uncompromising… (paragraph two)

3. …holocaust… (paragraph four)

4. …murdered… (paragraph four)

5. …extermination… (paragraph four)

6. …rivalries… (paragraph five)

7. …elite… (paragraph five)

8. …riots… (paragraph five)

9. …arson… (paragraph five)

10. …prosecution…(paragraph six)

II. Sentence construction

Construct grammatically correct sentences using the above words.

III. Summary writing

In not less than 90 words, summarize the above passages about different genocides that occurred in the 20th century.

IV. Research

Conduct a research on other genocides that have occurred in the 20th century. Focus on their root causes and effects, and show the lessons we can learn from them. Then present your findings to the class.

4.3. Talking about genocide ideology

4.3.1. Learning activity

Reading and text analysis

• Text: Fighting genocide ideology

Genocide is any acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group, as such. It includes the killing of members of a specific group, causing serious bodily or mental harm. It deliberately imposes living conditions that seek to bring about physical destruction of members of a certain group in whole or in part.

Before speaking of the strategies or ways of fighting against the different forms and channels of genocide ideology, it is essential to reflect on the real causes of genocide. These provide the foundation for the peddling of genocide ideology by extremists in our society. What then is genocide ideology? It is any deliberate act committed in public whether by oral, written or video means or by any other means which may show that a person is characterized by ethnic, religious, nationality or racial-bias with the aim to advocate for or support genocide.

So the genocide ideology begins with the process of identification and stigmatisation of the ‘other’ that is, labelling of the ‘other’ and eventually the separation of the ‘other’ from the rest of ‘us’. The cumulative process of segregation of the ‘other’ is initiated by the political leadership. It is then disseminated through various means including addressing the public at political rallies, teaching students at schools, universities and other institutions of learning, and indoctrinating the general public including party militants.

This is done by use of radio and television broadcasts and dissemination of disinformation and propaganda through print and electronic media. Through this medium of mass communication, the ‘other’ is presented by ‘us’ as dangerous, unreliable and, like a dangerous virus, must be destroyed. The separation of ‘us’ from the ‘other’ or ‘them’ is through racial or ethnic segregation which may then result in internment, lynching, proscription or exile. What should be done to deal with such situations and discourage or prevent genocide ideology?

The law related to the punishment of the crime of genocide ideology has to be applied not only to punish but also to discourage all the persons found guilty with the crime of genocide ideology. Apart from punishing, a campaign of sensitisation has to be led to educate the Rwandans about the evils of the genocide ideology and denial and the negative impact on the policy of the unity and reconciliation, the pillar of the development of the country.

Scholars have also to write to combat genocide ideology spread in different written documents like the media of different types, books, and internet. The decent conservation of existent genocide memorials and the construction of others will constitute a permanent evidence to challenge the revisionists of genocide.

Adapted from History for Rwandan School, book 5, Fountain Publishers

• Comprehension questions

1. Define the word genocide. 

2. Explain the phrase “genocide ideology”.

3. How does genocide ideology start?

4. Examine the role played by the media in spreading genocide ideology.

5. Determine the way the law should contribute to the prevention and fight against genocide ideology.

6. Evaluate the role of scholars in the process of preventing and fighting genocide ideology.

4.3.2. Application activity

Vocabulary, sentence, summary, report and composition writing

I. Vocabulary

Using a dictionary or a thesaurus, explain the following terms used in the above passage

1. …ideology… (paragraph two)

2. …peddling… (paragraph two)

3. …extremists… (paragraph two)

4. …stigmatization… (paragraph three)

5. …cumulative… (paragraph three)

6. …segregation… (paragraph three)

7. …indoctrinate… (paragraph three)

8. …internment… (paragraph three)

9. …lynching… (paragraph three)

10. …proscription… (paragraph four)

II. Sentence construction

Using the above terms, construct correct and meaningful sentences. 

III. Summary writing

In not less than 80 words, summarize the above passage about genocide ideology and ways to prevent it.

IV. Composition writing

Write a 350 word composition on the following topic: “Why should the genocide against the Tutsi never be forgotten?”

V. Survey and report writing

Conduct a survey on how genocide studies are taught in Rwandan schools today. Then write a report on your findings and suggest an appropriate approach to handle this content with the aim to prevent and fight genocide ideology.

4.4. Prevention of Genocide

4.4.1. Learning activity

Reading and text analysis

4.4.1. Learning activity

• Text: Prevention of genocide

Genocide is not something that happens overnight or without warning. Genocide requires organization and constitutes in fact a deliberate strategy and one that has been mostly carried out by governments or groups controlling the state apparatus. Understanding the way genocide occurs and learning to recognise signs that could lead to genocide are important in making sure that such horrors do not happen again.

Since genocide is a process, prevention of genocide would mean to tackle it at a very early stage. The prevention at the primary level consists of measures aiming at creating an environment that reduces the risk of its escalation. At this phase the aim is to put in place measures that may pre-empt the start of the harm. This means preventive measures that may avoid the occurrence of the harm by tackling its root causes. Prevention will therefore include the adoption of measures that not only prohibit the harm but also put in place mechanisms that ensure the prevention of that harm.

On international level, the focus in upstream prevention is determining which countries are at the risk. This is mainly done using risk assessments which are quite accurate predictors. Numerous models have been developed, each looking at different factors such as differences in identity, difficult conditions due to economic problems, sharing of available resources, democracy and respect of human rights. Among other things to consider when assessing and addressing the risk of genocide is looking at structural and institutional frameworks in the country including domestic legislation, an independent judiciary and an effective police force to protect people. The United Nations must take appropriate measures to stop the situation from evolving into genocide. When the primary preventive measures are unsuccessful, then the need to take other measures may arise.

Prevention of genocide at this secondary level is necessary in two situations. Firstly, in case a state has not adopted measures at the primary level and secondly, in case the measures adopted before did not prevent the risks of genocide from developing. The secondary prevention takes place when genocide is already taking place. At this level, many genocidal actions are observed, such as hatred, intolerance, racism, ethnic cleansing, torture, sexual violence, disappearances, dehumanisation and public discourse. The main focus is to end the genocide before it progresses further and claims more lives. Measures tailored to the situation are taken in order to prevent the risk from materialising or the situation from becoming worse. This level of prevention may involve military intervention of some sort.

When the measures at the secondary level fail or have never been taken and the mass killings start, measures at the tertiary level are needed in order to respond to this final phase of the genocide. Tertiary prevention focuses on avoiding Genocide in future by rebuilding, restoring the community and dealing with all the consequences to repair the damage caused. Important measures are needed to put an end to the harm.

According to the international humanitarian law, the international community has the obligation to intervene once all signs are clear enough to prove that genocide is happening. Rwanda is an example of the failure of international community to intervene. In 1994, with the presence of UN peace keepers, it was possible to stop the genocide against the Tutsi, but because of various politico-diplomatic reasons, these peace keepers were obliged to go back to their countries and let Tutsi die in the hands of the perpetrators.

Tertiary prevention takes place during and after the genocide has ended. Its focus is on preventing genocide in the future, thus re-building and restoring the community. In other words, the tertiary prevention level also deals with all consequences in order not only to repair the damage but also to avoid the reoccurrence of the harm.

In a nutshell, it is important to say that prevention is a continuous process which involves several actions at different levels which involve the individuals, government, and international community.

Adapted from History, senior 6, 2019, REB

• Comprehension questions

1. Why is it important to understand the way genocide occurs?

2. Explain the way genocide can be prevented at the primary level.

3. How can genocide be prevented at the international level?

4. Analyse the role the United Nations should play in preventing genocide.

5. What are the two situations in which prevention of genocide is necessary at the secondary level?

6. When does the secondary prevention of genocide take place?

7. Appraise the main focus of the secondary prevention of genocide.

8. When are measures of genocide prevention needed at the tertiary level?

9. Assess the objective of genocide prevention at the tertiary level.

10. When should the international community intervene in genocide prevention?

11. Criticize the failure of the international community to intervene in the 1994 genocide against the Tutsi.

12. Evaluate the need for tertiary prevention after the genocide has ended.

4.4.2. Application activity

I. Vocabulary

Using a dictionary or a thesaurus, explain the following words in the table below as used in the above passage.

II. Sentence construction 

Use the above words to construct meaningful sentences

III. Summary writing

In a nutshell, rephrase the measures that should be taken to prevent genocide at different levels as explained in the above passage. Don’t exceed 100 words.

IV. Composition writing

Write a 350 word composition on the following topic: “The responsibility to prevent genocide and ethnic cleansing as crimes against humanity.”

V. Research

1. Conduct a research on the 1994 genocide against the Tutsi and appraise the different ways that have been implemented by the government of Rwanda to fight against the different forms and channels of genocide ideology. Present your findings to the class.

2. Using internet, research on the situation that prevails in Africa. Identify and describe two cases that you think may lead to genocide. Regarding these cases, point out strategies that you think can be used to prevent any possible acts of genocide.

VI. Case study

A German pastor named Martin Niemoller wrote a poem “First they came.” The poem is about the cowardice of the Germans during the Holocaust as they did little to stop the genocide. The poem calls on individual responsibility as a way of preventing genocide. 

• Poem: First they came

First they came for the socialist and I did not speak out 

Because I was not a socialist 

Then they came for the trade unionist and I did not speak out 

Because I was not a trade unionist 

Then they came for the Jews and I did not speak out 

Because I was not a Jew 

Then they came for me and there was no one left to speak for me

By Martin Niemoller

• Comprehension questions

1. After analysing the above poem, discuss lessons you can learn from it.

2. From the poem, justify if Martin Niemoller played the role of a passive bystander or was it a personal confession.

3. Recommend ways in which individual responsibility can be used to educate people to prevent and fight genocide.

4.5. Ways of addressing the consequences of genocide and peace building skills

4.5.1. Learning activity

Reading and text analysis

• Text: Addressing the consequences of genocide

The government of national unity alongside other partners and citizens has actively led in efforts aimed at addressing the consequences of genocide. Various practical measures have been adopted to reach that goal. Some of these measures include the following:

The Gacaca Courts were used to find out what happened during the Genocide against the Tutsi. These courts enabled Rwandans to come together and tell the truth about what really happened in 1994. This laid the foundation for peace and reconciliation. A total of 1,958,634 genocide-related cases were tried through Gacaca Courts. They helped speed up genocide trials and strengthened unity and reconciliation by finding out the truth about genocide and putting an end to the culture of impunity.

The Rwandan society was gravely affected by the genocide. Its social structures were completely destroyed. Social reconstruction means rebuilding the social structures that were once destroyed. Reconciliation was very much needed in order to regain social cohesion. Reconciliation refers to the process of making parties in a conflict mend and then going on improving relations with each other. The two parties, after reconciling, re-establish friendly relations having put aside their differences.

A third party usually facilitates reconciliation by bringing the two parties in conflict to an agreement. Through the third party, the aggrieved parties open up for dialogue to arrive at a peaceful reconciliation. Reconciliation is an interactive process that requires a cooperative effort between the parties involved. Individuals or groups are encouraged to talk about the painful experiences they went through during the genocide. This enables healing to take root among the survivors and perpetrators alike. The government can do this by promoting positive moral values and peaceful coexistence through policies and practices. The process of reconciliation includes the following steps: acknowledgement, apology, forgiveness, restitution and redress among others.

As far as acknowledgement is concerned, the perpetrators should acknowledge wrongdoing and apologise to the victim group. This creates room for dialogue, speeds up the reconciliation process and removes fear and suspicion between the two groups. Apology is important towards attaining reconciliation and repairing broken relationships. It serves to inspire forgiveness and reunion between the perpetrator and victim group. Forgiveness greatly contributes to the reconciliation process. The wronged party should be able to forgive. Forgiveness enables the wrongdoer and the wronged one to move on. Restitution means giving back what was wrongly taken away from the victims by the perpetrators. As for redress, the perpetrator group should do something to correct wrongs they had done to the victim group.

Above all, peace building and benevolence are strong weapons in the process of addressing consequences of genocide. Genocide begins in the minds of the people; therefore, it is also in the people’s minds that defences of peace must be constructed. Peace building involves various efforts that usually begin by creating a culture of peace which is accompanied by harmony, cooperation and coexistence among the people. A peaceful environment gives rise to behaviour that respects life and human dignity. Peace building promotes observance of human rights and fundamental freedom. It rejects violence and commits to principles of freedom, justice, solidarity, and understanding between people. Peace building finally encourages open communication, cooperation, harmony and observance of the rule of law.

Benevolence refers to the willingness to help, being generous or performing acts of kindness. Human beings are usually capable of expressing benevolence regardless of whether they are victims or perpetrators of violence. It involves development of empathetic feelings, which leads an individual to take responsibility for assisting victims. People who have suffered usually care about other peoples’ suffering, especially if they have been involved in a protective and healing processes. This involves having been helped by others or acting on other peoples’ behalf at the time of suffering. Therefore, the victim group reaches out to assist other groups undergoing similar situations to them.

Adapted from General Studies and Communication Skills for Rwandan Schools, book 6, Moran Publishers Limited

• Comprehension questions

1. Appreciate the contribution of the Gacaca courts in addressing the consequences of the genocide against the Tutsi.

2. Explain the term ‘reconciliation’.

3. Evaluate the help of a third party in the reconciliation process.

4. How can the government play the role of third party in reconciling people after genocide?

5. State and explain 5 steps of the reconciliation process as shown in the above passage.

6. Discuss efforts that should be made to promote peace building in a post-genocide community.

7. What do you understand by benevolence in the process of addressing the aftermath of genocide?

4.5.2. Application activity

I. Vocabulary

Using a dictionary or a thesaurus, explain the following terms used in the above passage

1. . …reconciliation… (paragraph two)

2. . …impunity… (paragraph two)

3. . …cohesion… (paragraph three)

4. . …interactive… (paragraph four)

5. . …restitution… (paragraph five)

6. . …redress… (paragraph five)

7. . …benevolence… (paragraph six)

8. . …coexistence… (paragraph six)

9. . …empathetic… (paragraph seven)

10. . …protective… (paragraph seven)

II. Sentence construction

Use the above words to make correct and meaningful sentences.

III. Summary writing

In not less than 80 words, summarize the ways of addressing the aftermath of genocide.

IV. Research and project

Conduct a research on the consequences of the 1994 genocide against the Tutsi. Devise ways that would prevent the genocide from happening. Then work on a project to set strategies that will help reconstruct the Rwandan society.

4.6. Talking about peace building and peace building skills

4.6.1. Learning activity

Reading and text analysis

• Text: Peace building

Peace building is one of the core pillars at Never Again Rwanda (NAR). Under this program, NAR works with youth and adults under various programs and projects with the aim of establishing sustainable peace and prevention of future violence through providing platforms for citizens, especially youth, to discuss root causes of conflict and how to overcome them in their respective communities. Through our interventions, we hope to enable diverse groups of community members, and youth to openly discuss their sensitive past, current or emerging issues. Based on this, psychosocial support groups (safe spaces for peace) are created, where youth and community members from diverse backgrounds meet to discuss their traumatic sensitive issues in order to overcome their trauma.

They meet on a monthly basis to engage in dialogues about their individual wounds. Each of these groups comprises 30 participants including both male and female. However, some groups are exclusively made of female participants like those for specific victims of sexual violence namely; women who were raped and children born out of rape after the 1994 genocide against the Tutsi.

We also aim to foster a society where youth participate actively in peace processes by using critical thinking in open and safe spaces for dialogue and appreciate diversity. We also use a method of instilling fundamental hope in adolescents through ten-session workshops. Hope in its fullest sense encompasses the four greatest needs of a human being. These include: attachment (trust, openness and connection), survival (self-regulation and feelings of liberation), mastery (empowerment, ambition and ideals) and spirituality (faith and higher support for attachment, mastery and survival).

Still recovering from one of the worst genocides of the 20th century infamous for its speed, brutality, and intimacy of neighbours killing neighbours, Rwanda offers an exceptional case study of how societal healing and reconciliation are mutually reinforcing; despite their conceptual distinction. As stated in the report, “reconciliation is a relationship-building process, while healing is a process aimed at the reduction of suffering”. Nevertheless, repairing relationships and building trust help heal societal wounds, just as letting go of fear and anger advances reconciliation. The fact that many genocide survivors and ex-perpetrators continue to live in the same communities underscores the need for healing to transcend the individual level into societal healing and reconciliation. As expected, most actors affirm the profound need for healing work in all of Rwanda’s provinces.

Actors and academic experts agree that healing must begin with the individual but it is imperative that the work of individual healing moves into a group and community context in order to achieve societal healing. While the results of this study demonstrate many personal benefits of a group approach, which include emotional and practical support, staving off feelings of isolation and the validation of experience, just to name a few, the group approach also supports reconciliation and peace building by rekindling mutual trust. It aims at promoting open and honest communication, developing group decision-making skills and restoring interpersonal relationships. Several initiatives engage in socio-economic activities that provide material support to individuals while also promoting positive, social interaction among community members.

In order to address conflicts and champion for peace regionally, Never Again Rwanda implements a great lakes program, which uses cross border dialogues as vital avenues to talk about any challenges to peace. The dialogues are made up of members from Rwanda, Burundi and the Democratic Republic of Congo.

Adapted from http://neveragainrwanda.org/peace-building/ ;

• Comprehension questions 

1. According to the text, what is the aim of never again Rwanda’s programs and projects? 

2. Why do you think the youth should be involved in peace building programs?

3. Explain the methods used by never again Rwanda in peace building campaign.

4. Justify the relevance of group approach when healing people’s wounds caused by genocide.

5. Examine the achievements of never again Rwanda within the country and the region.

4.6.2. Application activity

Vocabulary, sentence, summary and composition writing; and Survey and presentation

I. Vocabulary

Find the meanings of the words below using a dictionary or a thesaurus.

a) …diverse... (paragraph one)

b) …self-regulation…(paragraph three) 

c) …encompass…(paragraph three)

d) …infamous…(paragraph four)

e) …intimacy…(paragraph four)

f) …underscore… (paragraph four)

g) …transcend… (paragraph four)

h) …healing… (paragraph five)

i) …rekindling… (paragraph five)

j) …avenues… (paragraph six)

II. Sentence construction

Using the words above, make different meaningful sentencesIII. 

Summary writing in not less than 80 words, summarize the above passage about peace building and peace building skills.

III. Composition

Write a 300 word composition on “the necessity of never again clubs in schools.”

V. Survey and presentation

Conduct a survey in your current area to find out the role of the youth in building sustainable peace. Then in a class presentation, share your findings with your classmates.

4.7. Language structure

I. The use of the Past simple

Notes 

The simple past is a tense which is used to show that a completed action took place at a specific time in the past. The simple past is also frequently used to talk about past habits and generalizations.     The simple past is formed using the verb + ed/d for regular verbs. In addition, there are many verbs with irregular past forms. Those are called irregular verbs.

Examples

1. The Herero attacked white-owned farms.

2. The RPF soldiers saved tens of thousands from annihilation.

3. The genocide against the Tutsi took place between 7 April and 4 July 1994.

4. The Cambodian genocide resulted in the deaths of approximately 2 million people.

5. Germans murdered more than six million Jews in the holocaust under Hitler’s regime.

Exercise

Change the verbs in brackets to the simple past. Be careful with spellings.

1) They all (go) ……………… shopping. 

2) I never (imagine) ……………… I would see you here. 

3) We (book) ……………… two tickets for the show. 

4) He (collect) ……………… his children from school. 

5) Were you (frighten) ……………… of the dark when you were young? 

6) Who (eat) ……………… my chocolate? 

7) I (feel) ……………… so tired that I went straight to bed. 

8) We (grow) ……………… this tree from a seed. 

9) She (lose) ……………… her way home.

10) He thought I (steal) ……………… his umbrella.

II. The use of subordinating conjunctions

Notes 

Subordinating conjunctions are conjunctions that are used at the beginning of subordinate clauses. They do the job of showing the relationship  between the two clauses. Some examples of these conjunctions are: although, after, before, because, how, if, once, since, so that, until, unless, when, etc.

Examples

1. Many Jews were kept in gas chambers until they died. 

2. Rwanda is a developed country although it suffered from genocide.

3. The Herero were placed in concentration camps before daily executions took place.

4. The RPF soldiers are praised because they saved tens of thousands from annihilation.

5. The international criminal tribunal for Rwanda was established by UN after understanding the need for justice.

Exercise

Complete the following sentences using appropriate subordinating conjunctions shown below.

[when, while, where, though, although, till, before, unless, as, after, because, if, that, since]

1. We were happy ………………. we received the first prize.

i) because ii) if iii) before

2. The people were listening eagerly ……………….. the leader was speaking.

i) since ii) while iii)after

3. This is the place ………………. we were attacked.

i) when        ii) where        iii) while

4. ………………… he worked hard, he failed.

i) Although ii) Because iii) As

5. ...................... she is beautiful, she is not intelligent.

i) Though     ii) As       iii) Because

6. You wait here ……………. I come.

i) unless     ii) until        iii) before

7. She will not come …………….. we compel her.

i) if ii) unless iii) whether

8. There was a silence ……………….. the guests had gone.

i) until ii) after iii) whether

9. She began to cry ………………… she had lost her golden chain.

i) whether ii) because iii) if

10. ..................... you work hard, you will get the first prize.

i) If ii) Unless iii) Whether

III. The use of phrasal prepositions

Notes 

A phrasal preposition is two or more words functioning as a preposition. Below are some of the most common phrasal prepositions in English: according to, apart from, because of, in addition to, in reference to, in regard to, instead of, in spite of, due to, in the event of, thanks to, for the sake of, in reference with, in terms of, etc.

Examples

1. Many victims die because of trauma after genocide.

2. We should prevent and fight genocide for the sake of our lives.

3. Tens of thousands of lives were saved thanks to the RPF army intervention.

4. Genocide is a crime because thousands of people are savagely murdered in spite of their innocence.

5. The international community withdrew its troops instead of taking action to end the 1994 genocide against the Tutsi.

Exercise

Complete the following sentences using phrasal prepositions given below.

1. ……………….. his hard work, he failed the test.

i) By means of ii) In spite of iii) Because of

2. ………………… doctors, smoking can cause cancer.

i) In accordance with ii) According to iii) On behalf of

3. I am standing here ………………… my colleagues.

i) instead of ii) by means of iii) on behalf of

4. The trains arrived late ……………….. heavy rains.

i) in spite of ii) on behalf of iii) because of

5. I stayed in bed all day ……………… going to work.

i) in addition to ii) in spite of iii) instead of

6. Thoughts are conveyed ………………… words.

i) on account of ii) by means of iii) by virtue of

7. Gandhi gave up his legal practice ………………… his country.

i) by virtue of ii) for the sake of iii) on behalf of

8. ……………….. his own family, he has to support his brother’s.

i) In addition to ii) Instead of iii) In spite of

9. There is a school …………………. my house.

i) front of ii) in front of iii) in front

10. I would like to have lemon juice ………………… coffee.

i) instead ii) instead of iii) in spite of4. 8. Spelling and pronunciation

A. Spelling and dictation

Listen carefully to your teacher as he reads for you a paragraph about genocide prevention. Write it down as correctly as possible. 

B. Phonetic transcription

Complete the table below by giving the missing phonetic transcription of the words studied across this unit. Pay attention to the placement of the stress where necessary. Then practice their pronunciation. You can use a dictionary where you find it necessary. 

4.8. End unit assessment

1. Write a 300 essay on the topic “How to prevent genocide in the world.”

2. Using internet, research on the situation that prevails in Africa. Describe a case that you think may lead to genocide. Afterwards, point out strategies that you think can be used to prevent any possible acts of genocide. Then share your work with your class.

3. Read the following case study thoroughly. Then answer the questions that come after.

“We were walking with many other refugees near Ruyenzi, across the river from Kigali. The road was so crowded with people. I was with my grandmother. As I was walking, I heard a voice of a woman crying, and screaming from a child. I looked to the side and saw a lady with a baby. I asked my grandmother to stop, to go and see what was happening with the lady. But my grandmother didn’t want to go, saying, “If we go there, they will kill us.” And then I went down off the road alone; other people continued without stopping.

The mother was lying on her side with the child lying on top of her. She was approximately one year old because she couldn’t walk. I was thinking, “Of course this mother will die, but at least I can rescue this child. I never had a sister. If I rescue her, she will be my sister.” My grandmother said, “Make sure that you don’t ask me for anything to help you.” I said, “I will take her; if I die, she will die. If she doesn’t die she will be my sister.” But my grandmother said, “You should not walk close to us because we may be killed. Walk behind us, with a little distance between you and us.” I was very, very committed. We kept going; I was carrying the baby on my back up until we got to Zaire.”

Adapted from Aegis Trust Archives

• Comprehension questions

If it were you, what would you have done when the grandmother prevented the young girl to go down off the road to see the child? Justify your position.

4. Choose the right subordinating conjunction to complete each of the following sentences:

5. …………………….. he claims that he is innocent, everyone knows he is guilty.

i) While ii) Now that iii) In order that

6. …………………….. you’re here, I’m going to tell you a secret.

i) Whereas ii) Now that iii) In order that

7. …………………….. you like him personally, you have to agree that he’s done a lot for the company.

i) If only ii) Rather than iii) Whether or not

8. …………………….. I prefer to live in an apartment, my wife wants to buy a house.

i) Until ii) Whereas iii) Because

9. …………………….. I had seen that movie three times, I watched it again.

i) Although ii) Whereas iii) Unless

10. …………………….. you already know the answer, why are you asking me?

i) Although ii) Since iii) Whereas

11. …………………….. you go to the beach, call your brother.

i) Because ii) Although iii) Before

12. …………………….. giving the money to my sister, I gave it to my cousins.

i) Though ii) Rather than iii) Whereas

13. …………………….. she calls me, I feel happy.

i) Whenever ii) Although iii) While

14. …………………….. the test starts, you will not be able to talk.

i) Whatever ii) Once iii) Because