HISTORY PROGRAM FOR ORDINARY LEVEL - MINISTRY OFEDUCATION NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC) BP 608 KIGALI REPUBLIC OF RWANDA
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REPUBLIC OF RWANDA
MINISTRY OFEDUCATION
NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC)
BP 608 KIGALI
HISTORY PROGRAM FOR ORDINARY LEVEL
August 2008
1Participants :
Supurvisers
GAHIMA Charles
GATERA Augustin
Curriculum developers
1. BACUMUWENDA Néhemiah
2. BARANYIZIGIYE Jeanne d’Arc
3. DUKUZE Bernard
4. KAYITESI Aurelia
Teachers
1. KABANDA Innocent ; Groupe scolaire de Gahini
2. KARARA Elisha ; Lycée de Kigali
3. MUGENZIWIMANA Christophe ; Groupe Scolaire du Mont Kigali-APACE
4. MUSABYIMANA Pierre Damien ; Groupe Scolaire Saint Joséph Kabgayi
5. NCUNGURE Aimé ; Lycée de la Colombière.
6. NDYABAGYE Stephen ; Ecole secondaire de Kagarama
7. NSENGIYUMVA Innocent ; Groupe Scolaire Saint Aloys-Rwamagana
8. NZABAMWITA Vianney ; ESSA Nyarugunga
9. TUSINGWIRE Grathias ; Nyamata High School
Consultants
1. BUHIGIRO Jean Léonard-KIE
2. Dr BYANAFASHE Déo-NUR
3. Dr JYONI WA KAREGA-NUR
2I. GENERAL INTRODUCTION
This History Curriculum is directed to learners of the 1st year Cycle of Secondary Schools. Its origin is
directed in the Vision 2020, in the Sectarian Policy of Education, in the Strategy of Reduction of Poverty,
the Strategic plan of Education 2015, and in the Education for all…….It is in this sense that in the
national context of the Government Towards:
• To make the citizen know the Rwandese value and universal of peace, the respect of personal
rights, gender equality, of democracy, of justice, of solidarity and of good governance.
• To promote a moral education, intellectual, social, and professional towards the promotion of
knowledge of competences and of attitudes which are services of durable development of the
country?
• To develop themselves, the Rwandese spirit of patriotism, the love of work and open spirit on the
world.
Also the Program is:
• To permit a child who has finished primary to get familiar with both immediate and far
environment.
• To initiate the child with notions of peace, reconciliation, tolerance in his environment.
• At the end of this cycle, the child will be open to the world and acquire knowledge of revolutions
of societies and techniques of where he is now and his world of origin.
Ordinary Level History Program is based on other disciplines for example Geography.
3GENERAL ORIENTATIONS
1. The reduction of this program was inspired by two Approaches following:
Progressive Approach: From this Approach towards the long, it is from this that the program
of ‘0’ Level History Comprise of :
1. The History of Rwanda.
2. History of Africa.
3. History of outside World.
2. Participative approach. To boost the sense of critics for the student, it is from this reason that
we proposed the “Teaching Activities” which gave the idea on the participation of learners.
The Program is conceived in the Following ways:
1. The introduction.
2. The general introduction
3. The general objectives of the cycle.
4. The general objectives of each Year.
5. The detailed programme comprises:
- The chapters
- Suggested duration
- A table of three colons, the first comprising of Specific objectives,
followed by the notions on content and last Teaching Activities.
6. The Teaching activities
7. The evaluation approach
48. The particular factors.
9. Bibliographical references
The History of Rwanda will be taught in all the ‘0’ Level Classes to help the Rwandese youth
to understand the advantages of its society in full.
5GENERAL 0BJECTIVES OF THE CYCLE
At the end of the first Cycle of Secondary teaching, the Student will be able to:
1. Work with the critical spirit.
2. To find out the diverse Human experiences.
3. To live with the world without ethnic, religious distinction or other forms of
discrimination and of exclusion that led to genocide of Tutsi in 1994.
4. To promote the culture of peace, tolerance and of reconciliation and the love of the
homeland.
1rst YEAR
1. GENERAL 0BJECTIVES
1. Describe the origin and expansion of Rwanda.
2. Locate Rwanda in time and in space.
3. Show the place of Africa in pre- history.
4. Describe the contribution of Africa to other civilizations of the World.
5. Describe the major African civilizations before and after the 17th Century.
6. Describe the organisation of African States.
7. Show the negative consequences of slave trade on opening out the civilisation of African
empires.
62. DETAILED PROGRAM
CHAPTER 1. GENERAL INTRODUCTION
Duration: 4 Periods
SPECIFIC OBJECTIVES CONTENT TEACHING/LEARNING
ACTIVITIES
- Give the two 1. INTRODUCTION OF
senses/means of the word HISTORY
“History”. Definition of History - From the student’s approach
- The past and through exchanging of
- Show the role of the past - The Science of Human information, show the two
for understanding the past senses of the word ’’History’’
present preparing for the Objective of History
future Study of man and his
relations and ideas and
- Justify the importance of deeds -The learners share what they
learning History know on the notions and
Notion of the deeds of their points of view
- Distinguish the notion of comprehension of history
comprehension of History - The time
- The past, the generation
- Place on the timeline - The Era, the Epoch,
historical events Lineage, century
7- The millennium, decade - Make the exercises on the
- Explain the difference and date localization of events on the
between the Christian era Timeline timeline
and Moslem Era The Christian and Moslem
Era
The major periods of History
• Europe - Insist on the events that
- Explain the different - Antiquity Marked the beginning and the
periods of History (Europe - Middle age end of each period. Place
and Rwanda) - Modern time (present) these events in time.
- Contemporary times
• Rwanda
- The contemporary times (
1900 up to today)
- The ancient time (origin to
1900)
81st Part: HISTORY OF ANCIENT RWANDA
Chapter 1: THE SOURCES OF HISTORY OF RWANDA
Duration: 2 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING/LEARNING
ACTIVITIES
1.1. The sources of - With the help of different
- Differentiate the sources history of Rwanda materials (example: Pottery
of History of Rwanda The sources of pieces, harp of Sebatunzi,
Archaeology or impuzu, films that show
- Explain the different sources material remnants). Show how that leads
of history of Rwanda and The oral sources. to the understanding of the past.
show their importance The written sources.
The Audio-visual - Make the visits on the places: in
sources. Museum and sites of Archeology.
Linguistic sources
Anthropology
Artistic sources
9Chapter 2. THE PRE-HISTORY AND THE POPULATION OF RWANDA
Duration: 3 periods
SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES
2.1. The pre-history of Rwanda - Show to learners the results of
Stone age the Archeological research in
- Identify the different sites of - Middle Stone Age. affectivity, corresponding to
pre-history of Rwanda. - The site of the stone and sites recognised
Iron Age internationally
- Locate the different sites on - Utilize the map to locate the
the map Archeological sites.
- Make visits of some sites.
2.2. The ancient - Through observation of the
settlement of Rwanda map of the population of
- Show the ancient ways of the Rwanda, the extracts of texts,
peoples of Rwanda. the pictures which show the
evolution of man, make the
learners see that Rwanda had
Ancient people.
10Chapter 3. ORIGIN, FORMATION AND EXPANSION OF THE KINGDOM OF RWANDA
UNTIL 19th Century.
Duration : 8 periods
SPECIFIC OBJECTIVE CONTENTS TEACHING/LEARNING
ACTIVITIES
3.1 Definition of terms:
- Explain and indicate the terms Lineage, clan, nation - Ask learners to mention their
that lies on social clans and what they know
organization of Rwanda 3.2. Foundation of Rwandan about them. Basing on their
kingdom responses, the teacher explains
- Show the elements that different clans, lineage and
explain the foundation of the nation.
kingdom of Rwanda
- With the help of base of origin
- Explain how chiefdoms were 3.3. From the lineages to the of kingdom of Rwanda
formed its lineages chiefdoms Gihanga, Kigwa, Sabizeze…
show to learners the symbiosis
- From the traditional lineage and the complementality of
organization, show the Rwandan clans in the political
elements which prove the life and social life of the
existence of social cohesion ancient Rwanda.
11- Describe the political 3.4 Political organization of - The ministry, story founders
organization of principalities Principalities before the imaginative history
before the formation of the formation of Rwandan - Illustrate with a scheme the
Rwandan kingdom Kingdom political organisation of
principalities.
- Locate on the map the cradle 3.5. Territorial expansion of - With the help of the map, show
of the Nyiginya dynasty. Rwanda the expansion of Rwanda and
insist on the role of each
monarchy in the process of
- Describe briefly the works of expansion
the monarchies, more
important in the territorial 3.6. The most important - Using a map show how the
expansion of Rwanda. Monarchies: expansion of Rwanda happened
Ruganzu Bwimba and insist on the role of Each
Kigeri Mukobanya Monarchy in the conquest.
Ruganzu Ndori.
Cyirima Rujugira. - The learners can write in their
Yuhi Ndabarasa books what they understand on
Yuhi Gahindiro these
Mutara Rwogera monarchies and exchange ideas
Kigeri Rwabugiri concerning territorial
expansion of Rwanda.
12Chapter 4. THE CIVILISATION OF ANCIENT RWANDA
Duration : 10 periods
SPECIFICS OBJECTIVES CONTENTS TEACHING/LEARNING
ACTIVITIES
4.1. Notions of Civilisation - From example of the current
life
- Explain the notion of 4.2. The Components of the (Way of clothing, feeding and
civilisation Civilisation the rite etc) ask the learners to
find out what civilisation is
4.3. Social organisation of and its components.
the Rwandese
- Give and explain the elements traditional Society: - Give a homework to learners
of civilisation. family, lineage (minor to identify different practices
and major), clan found in the Rwandan
Marriage traditional society .The work
Solidarity :Guhora can be done in small groups.
(vendetta), gutabarana
(se porter secours), - Show a film, photos and
ubudehe (commun pictures on the traditional
work) marriage.
- Tell learners to identify the
Division of work : value which drives forward to
13- Activities reserved to the different types of social
women. relations (alliance, division of
- Activities reserved to work)
men.
- Describe the division of work in - Activities reserved to - Learners exchange ideas on
the family lineage. children. the activities exercised by the
children and see if this
division remains the same
today
4.4. Cultural organisation - In the following lesson make
research with learners about
- Oral literature musical instruments or their
Choregraphic art photos and ask students to
draw these instruments.
- Identify the different activities - Music: drums (ingoma),
of culture which were practiced harp (inanga), iningiri, - The learners from the
in traditional Rwanda. ikondera, umuduri, traditional ancient song or
ikembe, flûte some of harp
(umwironge)... (Nyiramibambwe,
Nyirabisabo, Benimana….)
- The learners show the deeds
14(works) or elements of history
that are relative.
- Organise a visit to the
Museum.
- Explanation or commentary of
terms on the traditional
religion.
The traditional - Organise a discussion on the
religion : traditional religion.
- The beliefs
- Explain the conception of - Conception of Imana
Imana, Abazimu, Imandwa and - Omniprésence of
Nyabingi in traditional Rwanda. Abazimu
- Imandwa
- Describe the relative rites to - Rites of uguterekera
cults and ancestors, of and ukubandwa
Ryangombe, Imandwa and of
Nyabingi. Rites : - Tell learners to research on
- gusohora umwana information on the ceremonies
(give name to a child) which were made at the
- Give the rites accepted by - Sexual initiation (at occasion of traditional rites.
Rwanda to some major events home at 12 years of
of life, birth, marriage and death age for girls)
15- Marriage
- Death ceremonies
gucana igiti,
kwirabura and kwera
- Taboos and
forbidden things:
- kwica nyamanza,
- kwicara ku isekuru,
gucira ku ityazo.
- Show the interdicted or 4.5. Political and Military
forbidden places or taboos in Organisation. - With the help of a chart the
the traditional society. teacher helps learners to
4.5.1.Political organisation appreciate the administrative
structure of the central
4.5.1.1.Administrative structure monarchical power.
and central power :
Umwami (king)
Umugabekazi (queen-
mother)
Abiru (ritualists)
Abatware b’intebe
16- Present the structure of power 4.5.1.2.The Major divisions of
of central monarchy and administration and
determine the role played by their chiefs
each of these personalities. (administrative
entities) - With the map, help learners to
Ibiti (districts) locate the districts (ibiti) of
Ibikingi : pre-colonial Rwanda around
Umutware w’ 1890.
ubutaka (chief of
- Describe the major land),
administrative divisions and Umutware
identify the role of three local w’umukenke (chief
chiefs. of ….)
Umutware
w’ingabo (chief of
the army)
- Describe and locate the semi- 4.5.1.3. The administrative - With the help of a chart, ask
autonomous regions, Bukunzi- structure of semi- learners to show knowledge of
Busozo. autonomous regions: the administrative structure of
Bukunzi-Busozo semi-autonomous regions of
(Kinyaga) Bukunzi and Busozo (Article
of NTEZIMANA).
17- Use the map and locate the
semi – autonomous regions
of Bushiru, Buhoma,
Bwanamwari
- Present the role of army in
form of a chart.
Insist on the bravery and
patriotism in different wars of
conquest.
- Explain the role of the army in 4.5.2.The role of army in
traditional Rwanda. ancient Rwanda
4.6.Economic Organisation - Make inventories with learners
of all sorts of cultures and
4.6.1. Agriculture domestics animals which they
The cultivated : know and show which of them
Potatoes (ibijumba) encumbered in pre-colonial
Peas (amashaza) Rwanda.
sorghum (amasaka)
banana (insina)
millet (uburo)
Legumes(isogo,isogi,
18ibisusa)
grains (inzuzi)
tobacco (itabi) -Through questioning and
responses, tell learners to find
4.6.2. Cattle keeping out cows and other domestic
animals.
Cows
Sheep, goats, ……
- Show the Traditional agriculture - Visit Museums to see the
and livestock keeping and their 4.6.3. Artisan traditional artisan products and
diversity. The principal domains insist on the particular role of
of artisan : potteries, fire, wars of conquest and
black smith, cutting agricultural production.
timber, hunting,hoes,
- Explain the principal domains skin habit
of the Rwandan traditional The zones of production
artisans. of fire objects: Buramba,
- Buberuka - With the help of the map of
Rwanda, show regions where
- Site the commercialised products were obtained and
products in pre-colonial 4.6.4. Commerce sold. Show to learners that
Rwanda and locate the regions Agricultural production there existed some markets e.g
where products were obtaind Livestock production (Bitare of Mashyiga (Kayenzi)
and sold. Artisan products. and locate some on the map
19 Barter trade. Exchange of - Read and explain the causes
goods and consequences of famines
- Indicate the means of payment 4.7. Famine and Epizooties - With the help of different
utilised. documents read an extract of
text concerning ubuhake,
Ubukonde and uburetwa and
4.8. SociAl, Political and help the learners to understand
Economic dependence of the importance of two
pre-colonial Rwanda institutions in socio- politico
- Explain the cause and the and economic relations among
consequences of famine in pre- Ubuhake the Rwandese
colonial Rwanda Ubukonde
Uburetwa
- Explain the socio-political and
economic dependence of pre-
colonial Rwanda.
- Locate the regions or zones of
Rwanda where Ubuhake and
Ubukonde were dominant.
202nd Part: HISTORY OF AFRICA
Chapter 1: AFRICA, CRADLE LAND OF HUMANITY
Duration: 4 periods
SPECIFIC OBJECTIVES CONTENTS TEACHING/LEARNING
ACTIVITIES
1.1. Geographical content of
Africa
-Describe the geographical Physical description of - With the help of the Map
context of Africa Africa show the student the physical
- Isolated continent characteristics of Africa
- Massive continent
Show that Africa is the - Hot continent
continent lived by the - With the help of documents on
Ancients 1.2. Appearance of 1st the Archeological research and
man a map of Africa, help learners
Africa the cradle of find out that the first man was
humanity found in Africa
1.3. The Pre-history - With images, photos and art
civilisation of Africa make a discovery with
- Describe the civilisations of Pre- The civilisation of learners on the characteristics
historic Africa Palaeolithic period of each age of civilisation of
21 Civilisation of pre-history
Neolithic
Metal age
Chapter 2. THE EGYPTIAN CIVILISATION
Duration: 6 periods
SPECIFICS OBJECTIVES CONTENTS TEACHING/LEARNING
ACTIVITIES
2.1.The major periods of
-Describe the great period of Egyptian History - Observation and commentaries
Egyptian history The old kingdom (2780- of pictures of reliefs,
2230) monuments, pyramids etc..
The middle kingdom
(2130-1600)
The new kingdom (1500-
1200)
2.2. Organisation
structure of Egypt
Political and military - Find out from the texts
- Present the political, military, organisation information for better
social and religious Social and religious understanding of Egyptian
organisation of Egypt organisation civilisation.
222.3. Importance of the
Nile Valley
- Explain the importance of the Zone of population - On the basis of documents of
Nile Valley. Agriculture, irrigation, KBO tell the learners to show
Navigation. the role of water like the Nile
on the life of the population
2.4. Principal Heritages
of Ancient Egypt
- Describe the principal heritage The construction, pyramids,
of Ancient Egypt temples
Arts, pyramids, statue, bas
reliefs
Sciences hieroglyphies,
calenders, astronomies,
technics of irrigation,
mathematics, medicine etc
23Chapiter 3. OTHER MAJOR IMPORTANT CIVILISATIONS
Duration: 6 periods
SPECIFIC OBJECTIVES CONTENTS TEACHING/LEARNING
ACTIVITIES
3.1. The Kushitic civilisation
- Locate on the map the different The kingdom of Kush, - Explain the role of iron working
civilisations and show the Meroe, Napata in the course of kushitic
specific elements of each Metallurgy of fire civilisation and Meroe.
civilisation. (Metals)
- The role played by Carthage in
3.2. The Carthaginian the region of the Mediterranean
- Explain the characteristics of civilisation
each civilisation. Political and military
civilisation
Economic civilisation:
Fishing, Commerce,
agriculture
Decline
- Describe other elements of 3.3. The Nok civilisation
civilisation of Axum Kingdom. (south of Nigeria)
Iron working
24- From the text, the helps learners
3.4 Christian Ethiopia to discover the role of port
Tradionational religion Adulis in commercial
Ezana transaction between Asia,
Adulis Port Mediterranean basin and Africa.
Axum town
Commerce - With a demonstration of
Arts Stele, Obelisk precious stones, the teacher will
help the learners to find out the
- Show that the commercial 3.5. Commercial role of the precious products
exchanges between Africa and relations between - Show the role played by
other people of the World have Africa and precious stones, wood skins etc
been there for a long time. Mediterranean basin
before 7th Century
Participants
Means of exchange
Precious stones
Leopard skins
Wood
25Chapter 4. AFRICA OF THE 7th AND 18th CENTURIES
Duration: 12 Periods
SPECIFIC OBJECTIVES CONTENT TEACHING/LEARNING
ACTIVITIES
-To identify factors for 4.1.Trans Saharan trade - With the help of a map the
development and decline of Origin and organisation teacher a shows the location
trans Saharan trade Factors for the rise and of Saharan desert
development. - The students draw a map
Problems faced. showing the trade routes of
Decline and consequences trans Saharan trade.
- Teacher discusses with the
students factors for the
development and decline of
trans Saharan trade.
- With the help of text books,
4.2. The West African empires students should draw and
-Describe the origin, Ghana Empire locate different empires of
expansion, political, social, Mali empire West Africa
and economic organization Songhai empire
and the decline of West Kanem Bornu - Through comparative Study
African Empires. of different empires, show the
elements which prove that
26Africa was administratively
well organized
- With the help of text books
and maps, the teacher will
help learners to identify the
- To describe the organisation 4.3 Trans Atlantic slave trade routes.
and identify factors for trade
development and Origin
consequences of trans Factors for development
Atlantic slave trade on organisation
Africa Decline/consequences
-Show the ancient existence of
4.4 The Expansion of Islam towns and insist on the
- Explain the impact of in West Africa impact of Islam in the west
Islam in West Africa The means; Jihad, African Kingdoms
commerce, education.
The pillars of Islam. - Give homework to assist in
The elements of getting information on Islam
civilization of Moslems.
Consequences of Islam in
Africa.
4.5 Jihads
27 Causes and consequences - Locate on a map these empires
Leaders of the Jihads e.g and contribution of the leaders
Uth man dan fodio,Al of the jihads.
- To identify causes and Hajji Umar, Ahmed Bello
effects of jihads in West etc
Africa Islamic states e.g Sokoto,
Tokolor, Mandika
4.6. The kingdom of - Using the Information from
central Africa text books on the History of
A case study of the kingdom East Africa or Africa show
of Kongo the social, political and
economic organization of
Kongo
- Describe the Organization 4.7. The kingdom of East Africa
of the Kingdom of Kongo - Using the Information from
A Case Study of Buganda text books on the History of
Kingdom East Africa or Africa show
the social, political and
economic organization of
-Describe the 4.8. The kingdom of South Africa Buganda
Organization of the A Case Study of the
Kingdom of Buganda KIngdom of Monomotapa. - With the aid/help of photos
28- Describe the organisation of show to learners the remnants
kingdom Monomotapa. of these
Empires. A case study of
Monomotapa
2nd YEAR
GENERAL OBJECTIVES
1. Show the Renaissance of the African states in the 19th century.
2. Describe the mechanisms of the colonial conquest.
3. Justify the impact of the colonisation on the traditional societies.
4. Show through history the role of the scientific and technological research in the fight
against poverty.
5. Show the relationship (of cause and effect) between the progress of ideas and liberties
/progress of human rights.
29DETAILED PROGRAM
1st PART: HISTORY OF AFRICA
Chapter 1. EXPLORATION OF AFRICA IN THE 15th CENTURY AND ITS
CONSEQUENCES
Duration : 4 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
- Explain the causes of 1.1. Definition of - Show on a map the path
exploration of Africa. exploration of every explorer
1.2. The causes of exploration
- Show the role of principal of Africa
explorers in the discovery of 1.3. The principal explorers : - Tell learners to discuss the
Africa. Diego Cao, causes and reasons why some
Barthromew Diaz, people visited Africa
- Show on a map the path of the Vasco da Gama
great travellers.
30- Give the consequences of the 1.4. The consequences of
contacts on Africa. exploration on Africa - Show on the map the principal
The creation of places of commerce
commercial places.
The discovery of the
route to India.
Prepration for
colonisation of Africa.
31Chapter 2. AFRICA IN THE 19th AND THE 20 th CENTURIES.
Duration : 8 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
- Explain/show the role of the 2.1 East Africa coastal states .Outline together with learners
Arab influence in East Africa o Sultans of the coast or those states and students locate
the coastal states coastal states.
o Civilisation of the
Swahili (Art, commerce, - Insist on the birth of Kiswahili.
Agriculture, Fishing,
Weaving)
- Describe factors for the coming 2.2 Portuguese influences on The teacher explains reasons for
of the porrtuguese and their the E.African coast the coming of the Portuguese.
influence to the people of o Reasons for their
E.africa coming.
o Activities, effects and
decline
32-To describe the organisation and 2.3 Long distance trade With the help of text books and
explain the effects of long Rise Organisation Effects maps, the teacher will help
distance trade. learners to identify the trade
2.4. Ngoni migration routes and participants.
- Explain the origin,causes and o Who were the Ngoni
consequences of the expansion o The causes
of the Ngoni in South Africa o Course of Ngoni migration. - With the help of texts show the
o Consequences of Ngoni reasons ,course and
-Identify the agents of colonial migration. consequences of the Ngoni
conquest and locate on a map expansion
their routes. 2.5. The colonial conquest
-Explain reasons for their 2.5.1. Definition of colonisation.
coming and their consquences 2.5.2.Agents of colonial conqest
- To show areas/countries where
they operated. - Explorers eg Henry Murton - With the help of a map, the
Stanly, Dr Livingstone etc and will help students to locate
-Define colonisation their roles. areas where these agents
- Missionaries, problems faced operated.
-Explain the causes of effects and their roles. - The teacher will discuss with
imperialism - Chartered companies, their students their consequences.
leaders, where they operated and
their roles
33- Explain the reasons for the 2.6. Causes of colonisation : - Using a method of questions
summoning of the Berlin - Search for the raw materials, and answers learners will explain
conference - Search for markets, the reasons for colonisation
– Evangelisation
- Areas for settlement -The teacher will guide learners
o Reasons for the surmmoning to identify different methods
of the Berlin conference used in acquiring colonies.
-Identify different methods used 2.7 Methods of acquiring -With the help of text books, the
by Europeans to acqire colonies. colonies learners will identify examples
o Treaty signing of collaborators and note
o Military force reasons for their collaboration.
o Divide and rule. Etc
- Describe the different forms of 2.7. The reactions of In a short conversation give
reactions to the presence of Africans to colonial different types of resistances
Europeans Conquest
-With the help of text books the
-To explain the reasons for 2.7.1 Collaborators teacher show the reasons for
collaboration. e.g Mutesa 1 of Buganda, resistance and reasons why those
Lenana of Masai, etc resistances failed
34- Describe the methods of 2.7.2. Resistances -The teacher will guide learners
resistance employed in Nama-Herero to suggest different coolonial
different regions of Africa Msiri(Yeke of Shaba) administrative systems.
Kabalega(Bunyoro)
- Explain the causes,course and Samori Toure(Madinka)
the effects of these resistance. Maji Maji.
Reasons for the failure of the
- Show and explain properly the resistances during the
reasons for the failure of the colonial conquest.
resistances against the colonial
conquest
2.1. The Colonial Systems of
- Explain the colonial systems of Administration
administration. French : Assimilation /
Association
- Explain their characteristics British : Indirect Rule
and reasons why they were Belgian : Paternalism,
used. Indirect Rule
Portuguese : ssimilation.
German : Indirect Rules,
Direct rules
35PART 2: HISTORY OF COLONIAL RWANDA
Chapter I. RWANDA DURING GERMAN COLONISATION (1897-1916)
Duration : 14 periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
- Show examples of 1.1. Rwanda’s contact with - Learners will mention
explorers who came to the out side world. explorers whom they think
Rwanda. came to Rwanda
- Present the factors that led to
1.2. German Occupation : - In small groups, learners will
German occupation of Berlin conference discuss the factors that helped
Rwanda. Territorial exploration the Europeans to come to
Imposition of the Protectorate Rwanda.
- Show the chronological stages Creation of Administrative
in the occupation of Rwanda Posts - With the help of a map help
Military Administration learners to show posts which
1897-1906). were created by the Germans:
(Cyangugu, Gisenyi,
Ruhengeri….).
36- Show the methods that were Demarcation of the boundaries - With the help of some
used to fix boundaries in the of Rwanda in 1910. conversations or some films
Eastern region and northern explain to learners the steps of
region in Rwanda in 1910. German military conquest.
- With the help of a Map tell
Learners to compare the
boundaries of 1910 with the
boundaries of today
1.3. German Administration - Tell Learners to draw a map
- Show different methods that Protectorate regime : showing how Germans
were used by the Germans. Method of administration came to Rwanda.
(Indirect Rule).
- Identify the Regions which Repression of the revolt during - Ask Learners what they know
revolted against Musinga and Musinga’s rule. about (Indirect Rule) and
indicate the attitude of the A group of rebels. harmonise it with that point.
Germans towards those - Rukara, Ndungutse,
revolts. Basebya - Try to tell Learners the song of
- Nyiragahumuza Rukara, the Son of Bishingwe
- Rukura : Gisaka. and ask them the activities of
History which they have
learnt from that Song.
37- Describe how christian 1.4. The coming of missionaries - Give an activity to Learners to
churches were built in Rwanda Reasons go and ask elderly men and
and how they helped to change The Strategies of conversion Women something concerning
the lives of the people, The Activities. religious confessions and their
economy and morals of the realisations.
Banyarwanda.
- Give an activity to Learners to
go and ask elderly men and
Women something concerning
world war
- Identify the causes of the First 1.5. The First World War in Rwanda - Using text books, the teacher
World War in Rwanda. The causes of the War. will help learners to identify
The course of the War. the consequences of world
- Describe in detail how the First The consequences of the War on war in Rwanda
World war was conducted in Rwanda.
Rwanda - Famine: Rumanura
- The end of German-
- Describe the consequences of Colonisation and the Beginning
the first world war in Rwanda of Belgian Colonisation
- Make an assessment of the
system of German
Administration in Rwanda.
38- Present the project of the 1.6. The assessment or results of the - Ask students to point out the
Germans concerning the German colonisation of Rwanda achievements of German
building of the railway line and Political adminstration in Rwanda
waterways and how it would Economic
have helped to improve the Social
Economy of Rwanda Cultural
39Chapter 2. RWANDA UNDER BELGIAN COLONISATION 1916-1962
Duration : 16 Periods.
SPECIFIC OBJECTIVES CONTENTS EACHING /LEARNING
ACTIVITIES
2.1. Belgian Military
Occupation 1916-1926
- Justify the passive resistance of The different reforms during - Start a conversation with
Musinga before the changing that Period : learners citicising the reform
of the reforms initiated by the - Judicial Reforms 1917. enterprises of the Belgian
colonisers and slow destruction - Religious Reforms colonisers.
of the Kingdom. - Fiscal Reforms 1917
- Administrative Reforms.
The affairs of Gisaka and the
- Explain why the British moved Orts-Milner convention of - Inform the learners about the
from their Place and Occupied 1919 people who started and those
Gisaka. - The Project of the British who solved the problems of
concerning the building of Gisaka
- Give the Impact of the Orts- the railway line from Cape
Milner convention of 1919 to Cairo
- The request in favour of the
- Explain the request regarding return of Gisaka
the recovery of that territory 2.2. Belgian Mandate 1926-
1946
40- Describe the administrative - Discuss in groups on the
reforms of 1926-1932 and the Definition of the Mandate. politics of dividing people so
deposition of King Yuhi V 2.2.1. Political that they can rule them easily
Musinga. Transformation showing some of the good
things that were done by the
- Give the administrative The Administrative colonialists but favouring
hierarchy of the Mortehan reforms of some groups more than the
reform 1926-1932 (Mortehan others; this laid a basis for
reform) Genocide in Rwanda
- Show the consequences of the Deposition of King
abolition of the three Yuhi V Musinga - Using questions and answers
hierarchies of chiefs(chief of Organigram of the (brainstorming) ask Learners
the land, chief in charge of Mortehan Reform.or a to mention some cash crops
pastoralism and chief of the new picture created by which are grown in their
army) Mortehan reform. Home Areas .Using their
Tutsisation type of answers show them cash crops
Administration which were brought by the
- Give a report of the Belgian Colonialists.
colonisation in the domain of
agriculture and pastoralism 2.2.2. Economic
transformation : - Explain to the learners how the
- Locate on the map the agro- research in agriculture and
pastoral research centres and Agriculture and pastoralism which was done
indicate the specialities pastoralism by the colonialists helped to
41- Explain why the Belgians The agro –pastoral improve the former type
forced the Rwandese to grow research Centre :
certain types of crops, to plant Rubona and Songa
trees and to mine some The Mines. - Show to learners how the
Minerals research for minerals was
neglected compared to the
- Indicate the period of the research which was done in
installation of the societies Congo
dealing with minerals in Artisan : Brick Laying,
Rwanda Carpentry, Tailoring,
Masonry, Repairing or - Give to learners a homework
- Give the names of the societies, rehabilitating which consists of articraft
the regions where they operate products in Rwanda and after
and the minerals mined there that the teacher will show
learners were those which
- Indicate the domain in the brought by the colonialists
artisan which is seen
- Give some points showing how
Rwandese Commerce was Trade - Using some discussions show
conducted concerning the learners how commerce
exchange of products, ways of which was introduced by the
paying and how they are colonialists opened Africa to
transported to different Places the outside the World
42and means of communication Mechanism of colonial
exploitation : Work
- Present certain mechanisms of which needs force
colonial exploitation compulsory cultures
fiscal system
- Explain social and cultural
transformations
2.2.3. Socio-cultural
transformation
Establishment of Schools
Establishment of Churches
- Describe the economic and Establisment of Hospitals. - Organise a debate showing the
political reforms introduced by good things and bad things
the colonial regime 2.3. The Belgian trusteeship that were done by the
(1946-1962) colonialists.
The definition of the
regime
The Principles of the
regime
The ten year plan.
Installation of the
consultative council.
The Steps of the
43- Describe the steps of the decolonisation of Rwanda - Try and show the difference
decolonisation of Rwanda - The starting of the between the Mandate
democratisation of (authoritative command) and
institutions (Different the regime (Government in
Elections in the Consultative Power)
Council)
- The birth and actions of - Explain things which made the
political parties (political Belgians prepare for ten years
Leaders divided people putting in action the plan of
according to ethnic the consultative council.
differences).
- The change of political
alliances.
- Unusual things that
Happened in 1959.
- A Political Party
PARMEHUTU achieved its - With the help of texts or
independence and discussions with learners give
institutionalisation of Ethnic the political programs of the
Exclusion. political parties.
- To achieve independence
44- Analyse or assess the Belgian 2.5 Assessment of - Show Learners that the
colonisation of Rwanda Belgian colonisation Belgian programs had good
of Rwanda intentions or objectives but it
was different in practice
45PART 3: HISTORY OF NORTH AMERICA AND EUROPE IN THE 19th CENTURY
Chapter I: THE CENTURY OF ENLIGHTNMENT
Duration : 15 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING
/LEARNING
ACTIVITIES
1.1. Characteristics of the ideas of
Enlightnment
Ideas of freedom
- Present in detail the Ideas of equality
characteristics of the ideas of The ideas of principal Philosophers: - Using questions and
Era of light in the 18th Century John Locke, Montesque, Rousseau, answers tell the learners
Voltaire to define the terms
The encyclopeadists: Denis Diderot, liberty and equality then
Madame Lambert in brief conversation
Definition of the Term “Revolution’’. show how philosophers
of light used some terms.
-Define the term “Revolution’’ 1.2. American war of independence - With the help of a map
The Settlement of North America show learners different
The causes and consequences of steps of the settlement of
46- Present the population of North American Revolution North America.
America Independence of 13 American
colonies - Using conversation,
- Describe the causes, course and explain to learners’
consequences of the War of reasons which made
liberation of thirteen colonies. Americans start a war of
independence from their
- Determine the impact of the colonisers (British).
French philosophers of the
18th Century on the liberation
movement of the thirteen
colonies
- Show the causes of the French 1.3. French Revolution - Using an extract from the
Revolution of 1789. Causes text, find out from the
- Social inequality learners social and
- Political causes political inequalities and
- Economic situation in economy in French
- Influence of the ideas of Philosophers society before the
- American revolution French Revolution.
The course of the French Revolution
- The estates
- General assembly ;
47- Constituent assembly ; - With the help of the line
- National constituent of timeline, locate and
assembly ; comment in detail the
- Constitutional monarch ; course of the French
- The republic ; revolution.
- The directory ;
- The consulat ;
- The empire
- Diffusion of ideas of the
- Present in Detail the Work of revolution
Napoleon between 1795-1815
1.1. The France under Napoleon
Rise
Achievements
Decline
1.5. The industrial revolution
The Scientific Progress and - Show a film on
Technology. Napoleon or show
- Identify the scientific progress - First industrial Revolution : photographs and help
and technology of the 18th (Invention of the Machine which learners to identify the
century in Europe which was Uses water, Carbon…as a Source of realisations/successes of
the origin of the industrial Energy) Napoleon.
revolution. - The Second Industrial Revolution:
48Utilisation of new Sources of - With the help of
Energies: Gas, Petrol, Thermal pictures and
Energy and Hydro –Electric) photographs find out
for the learners the
The Inventions progress of science
and technology which
took place because of
the first and second
industrial revolution.
- Cite as much as possible
the inventions of that
time.
- Give the factors of industrial The Factors of Industrial - With the help of Books
development in Britain. Development and maps help learners
- Workers who are Qualified to locate the Industrial
- Scientific Research and Advanced zones in Europe of
Technology. the19th Century
- Presence of raw Materials and
which are Cheap.
- Different Ways of Transporting
People and goods (Railway Line,
Bridges, Vehicles )
49- Locate on the European map The Industrial zones of Europe in
the great industrial zones. the19th Century
- Rhur (Germany)
- Manchester (England)
- Birmingham (England)
- Alsace –Lorraine (France)
- Present the Consequences of
the industrial revolution. The Consequences of
Industrialisation
- The emergence of capitalism and
Liberalism.
- Present the different forms of - The emergence of enterprises
socialism (Cartel, Trust)
- The Emergence of two social
classes (The Middle Class and
Proletariat).
- The birth of Banks
50Chapter 2. NORTH AMERICA IN THE 2nd HALF HALF OF THE 19th CENTURY
Duration : 6 Periods
SPECIFIC CONTENTS TEACHING /LEARNING
OBJECTIVES ACTIVITIES
- Describe the social stuation of 2.1 Economic and social - With the Help of Photos of
North and Southern States of situation of North and People like (Lincoln, Thomas
America. South of the United States Jefferson) together with
- Show the stages of the War of of America Extracts from Texts, find out
secession for the learners’ reason, parts
2.3. The war of succession and Effects of the War of
- Show the role of the 2.4. Growth of American Secession.
immigrants in the economic power
developments of the United
States of America 1850-1913 2.3.Instalation of the railway - Show learners the Wars of
line passing in America Territorial Expansion of the
United States of America
- Explain the Middle Extension 2.4. Extension of the United (Far-West).Utilise the Map.
of the United States of States of America
America Purchasing or Buying
(Florida)
Negotiatiation (Louisiane)
- Force War of Conquest (New
Mexique, California)
513rd YEAR
GENERAL OBJECTIVES OF THE 3rd YEAR
1. To show the interest of reconciling the tradition and modernity for a durable development.
1. To show the disadvantages of the war and interest of future preventions of war.
2. To justify the importance of independence and democracy of countries.
3. To explain the consequences of Genocide of Tutsi of 1994.
52DETAILED PROGRAM
1st PART: ASIA IN THE SECOND MIDDLE PERIOD OF THE 19TH CENTURY
Chapter 1. JAPAN
Duration : 3 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
1. Japan before 1868
Political and Economic
- Explain the Japanese approach Situation. - Locate Japan on the map and
for The Meiji revolution. organise a debate on the
starting of their development. The results of the Meiji reconciliation between
revolution tradition and Modernity.
2. The Expansion of Japan in
Asia
- Explain the policy of The Sino-Japanese war
expansionism of The Russo-Japanese - Organise a debate on the
Japan war. Advantages of Japan
expansionism
53- Show the causes and
consequences - Organise a debate with
of the Japanese expansion learners on the advantages and
inconveniences of opening on
the world
- With learners make lectures on
the reasons for Japanese
imperialism and its relation
with other countries in the
region
54Chapter 2. CHINA
Duration: 3 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
1. Chinese society
- Describe the origin of Chinese Origin of China.
societies Ancient population. - Locate China on the map
High population. - Show learners that China is
an old nation with a big
population that developed a
2. The elements of Chinese brilliant civilization
- Show the elements of Chinese civilization
civilisation. Writing - The teacher together with
Papers students the contributions of
Religion, architecture Chinese civilisation to
original modern world
Gun Powder
552nd PART: THE WORLD WARS AND THEIR CONSEQUENCES
Chapter 1. THE FIRST WORLD WAR
Duration: 8 Periods
SPECIFIC CONTENTS TEACHING
OBJECTIVES /LEARNING ACTIVITIES
1.1. The 1st World War.
Long term causes - Project a film on the 1st
- Explain the long term and - The international rivals World war and give a
immediate causes of the first (Moroccan Crisis of 1906) necessary documentation
world war The economic and military causes on the battles of that war
- The economic and military
rivals - Organise a discussion on
- The course of Armament the causes of the 1st World
war and its consequences.
- Describe the course of the first The political causes
world war - The spirit of nationalism - Show to learners what the
- The alliances course of the war was, and
show how it would have
The immediate causes been prevented.
- Sarajevo incident
- The course - Comment on the tables
showing the loss of
56- Give the consequences of the The Consequences of the 1st Human life
first world World War - Show to the learners that
- Division of German Colonies Rwanda was colonized by
- Destruction of Property and loss Germany and then
of life (Human life) Belgium and that
- Creation of the League of Jeopardized Germany’s
Nations. plans in Rwanda (Railway
- The Versailles Treaty Project, Navigation
- The enrichment of Certain Rusumo-Kigali)
Countries (USA, CANADA,
BRAZIL, MEXICO,
AUSTRALIA, ARGENTINA)
57Chapter 2 .BETWEEN TWO WARS
Duration: 6 periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
2.1. Versailles treaty -With the help of the text
- Explain the terms of Versailles Terms extracted from the books,
treaty and how it was Achievements and the teacher will guide
unrealistic failures students to find out how
- Show the reasons for the Versailles led to short lived
failure of league of nations 2.2. League of Nations peace
Aims -With the help of concrete
Achievements and examples, the teacher will
reasons for failures guide learners to find out the
weaknesses of league of
nations
- Give the causes of the 1929
economic crisis - Show to learners the texts
2.3. The Economic Crisis of describing the financial
- Show the consequences of the 1929 crisis of 1929
1929 crisis or the World plan Causes
effects - Show the linkage between the
crisis of1929 and the
Increase of totalitarian
58regimes in Europe (Fascism
and Nazism)
- Give the Characteristics of
these two regimes - Help learners to be able to
2.4. The Increase of compare the Phenomenon
Totalitarian regimes in between Fascism and Nazism
Europe and what took place in
Fascism Rwanda. (Ref.: The Second
Nazism Republic)
59Chapter: 3. THE SECOND WORLD WAR
Duration: 8 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
-Give the long term Causes of 1. The long term causes of - The learner should make a
the Second World War 2nd world war comparison between the
Spanish war, (1936-1939) causes of the first World War
- Show reasons for the failure of The Germany annexation of and that of the second World
the League of Nations in the Czech and Austria War
resolution of International The re-militarization of
crisis Rhineland
- Give immediate causes of the 2. The Immediate cause
international crisis Invasion of Polland by
German troops 1/9/1939
60- Describe the course of the 3. The Course of the war
Second World War 4. The Consequences of the - Project a film on the second
second world war. World War. Put also at
Loss of Lives and Material disposition of learners all the
- Show all the consequences of Destruction. available documents on this
the Second World War Emergency of Super Powers, War
US and USSR.
Division of the world in two - With the means of extracts of
blocks, Capitalism(USA) and textbooks on the
Communism (USSR) consequences, tell learners
Creation of UNO and its that this war was occasioned
Institutions especially by mistakes, more importantly
(UNESCO, UNICEF, of the first World War
UNDP)etc.
Enrichment of Some
Countries (USA,
CANADA, BRAZIL,
and MEXICO -Insist on the notion of super
powers
61CHAPTER 4: THE DECOLONIZATION
Duration: 8 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
- Expose the Ideas Under- 1. The causes of the - Through a lecture with Extracts
tendencies for Independence decolonization. from texts make a Discovery
The action of UNO. with Learners of the long term
The human rights Charter. Causes and Multiple of the
The anti-colonialist Decolonization.
attitude of super powers,
USA and USSR.
The Second World War.
(The demystification of a - Give homework on the Steps
white man-Eye Opener). of the Decolonization.
- Show the psychological The growth of
effects of the Second world nationalism. - Give homework on the Steps
war on the colonies The evolution of ideas of Independence and make a
The conference of table on Dates, Political
Bandoung. Parties, the Metropolitan and
The role of some Christian Colonized Countries.
churches and independent (a longer list).
churches
622. Study case
The examples of Asia: - Discuss the methods utilized
- India by leaders to attain
- Present briefly the political, - Indochina. independence.
the leaders, and describe the The examples of Africa
march towards independence -Ghana - Show the advantages and
of each country -Republic of South disadvantages of each
Africa strategy.
- Algeria.
- Angola - Make an observation with
- D.R.Congo learners on Photos of African
leaders.
633rd Part: THE INDEPENDENT RWANDA
Chapter1. THE FIRST REPUBLIC (1962-1973)
Duration: 6 Periods
SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING
ACTIVITIES
Explain the passage of first 1. Political evolution - The Learners will describe
appearance of Multi-partism The functioning of new in some few words how
to Mono-partism and their Republican institutions Rwanda got access to
deeds. The Multipartism to independence.
Monopartism
- Show the dangers of private The management of - Through question and
party of the population and different political crisis response, tell learners to
its rights to the party The question of refugees define the term
The attack of Inyenzi. “Independence’’ and
- Show the consequences of The growth of ethnicism “Independence Outlook’’.
exclusion on the regional Regionalism
and ethnic base - Organize a debate on the
The 1973 crisis advantages and
- Enumerate the principal - Causes disadvantages of Mono-
consequences that led to the - Consequences partism and Multi-Partism.
consequences that led to the
crisis of 1973. - Through exchange of ideas
64with learners define
- Show the illustrated way 2. Economic Evolution regionalism and ethnicism
which is called the The perpetuation of and show how they were
economic treaty and explain colonial economic conducted up to Genocide
its effects model - With the aid of a Scheck,
The economic show the composition of
- Explain the problem that dependence colonial economy and show
lies to the rural The development of the inherited weaknesses
modernization infrastructures - Emphasize on the shortage
- Schools of killed labour
- Routes - In exposition, learners will
- Show some aspects of - Hospitals criticise slave trade
evolution of socio-cultural The rural-economic economy and show that the
of this epoch development current economic
The five year plan dependence orginates from
(1966-1970) colonial period
The monetary economy - Comment on the
The development of relationships between debts,
economic money, and exportation
infrastructures ect…
- Show some aspects of
- Give the achievements and 3. Evolution Socio-Cultural quinquennial plan 1966-
failures of the first Republic The education system 1970
The sanitary sector - Show the advantages of
654. Assessment of the 1st double vocation and the
Republic drawbacks of quotas system
- The Teacher helps learners to
make a comparative table of
the achievements and
failures of the first Republic.
66Chapter 2. THE 2ND REPUBLIC (1973-1994)
Duration: 8 Periods
SPECIFIC CONTENTS TEACHING /LEARNING
OBJECTIVES ACTIVITIES
1. Political Evolution
(1973-1990)
Political programs of
- Show the key orientations of other Coup d’Etat of - Through exchange, the leaner
political program and other 5th July 1973. will define the notion on
Coup d’Etat of 1973. The creation and Ubumwe, Amajyambere and
institutionalization of show the contradiction
- Show how the 2nd Republic unique Party MRND. between speeches and
fell in the same system like The cult of practice
the first. personality. - Through exchange of ideas
The monopolization. with learners find out the
- Give the different causes of The question of different infrastructure
disquillibrium between the refugees realized under the Second
demography and the Republic
alimentary production
2. The Economic Evolution - With a study case, discuss the
- Give the causes of the The development of influence of demographic
economic crisis of 1980 infrastructures pressure on the economy of
the Country
67- Show the role of The disquilibrium
infrastructures in the between the
development demographical - Insist on the phenomenon of
growth and the migration
- Show the advantages and alimentary
disadvantages of regional production and their
intergration consequences - Using a debate, criticize the
Different types of Migration
- Show that all founded policy The economic crisis and their Impact on the
on the injustice and of 1980’s Rwandan Society
incompetence is seen as a
failure. - Through a discussion and with
The economic the help of statistical tables,
-Discuss the policy of regional intregration ask the learners to show the
exclusion under the 2nd (CEPLG, ZEP, OBK) deterioration of terms of
Republic exchange.
- Explain the failure of the - Insist on the birth and
Scholar reforms of 1978. 3. The Socio-Cultural evolution of these Institutions
Evolution
The Policy of Ethnic - Organize a debate on the
and regional balance: policy of ethnic and regional
Its application and balance and criticize with
- Give the achievements and Consequences learners to show that the base
68failures of the the 2nd The failure of scholar of policy was erroneous with
Republic reforms of 1978 incompetence and it led to
failure
4. Assessment of the 2nd
Republic.) -The Teacher helps learners to
make a comparative table of the
achievements and failures of the
the 2nd Republic
69Chapter 3. THE WAR OF 1990 -1994 AND THE GENOCIDE OF TUTSI
Duration : 10 PERIODS.
SPECIFIC CONTENTS TEACHING /LEARNING
OBJECTIVES ACTIVITIES
1. The War of 1990-1994
- Enumerate the principal causes - In small groups, learners
that led to the war of Causes should come to understand the
1919-1994 The enacted policies. reasons for military fighting to
The return of multi-partism safeguard the rights to life and
- Explain why the press of all freedom.
tendencies developed rapidly Development of private press - With the help of some titles of
during the years before Journals (Kangura,
Genocide Nyiramacibiri, RTLM)
- Cite the principal consequences The consequences of the war on - Show the role played by the
of the 1990 war on evolution of evolution of interior policies Press in the Evolution of
the domestic policy Genocide.
Hardening of dictatorship with
its propaganda (ibyibutso) - From lessons let the teacher
develop the spirit of critic to
The new constitution of June learners and explain why the
70- Explain the bad actions of 1991 and birth of multi-partism press is in charge of
power of Juvenal opposition or as divisionism.
Habyarimana put into action The massacres of Bigogwe,
of the Arusha peace Accord Ngororero, Bugesera…..
The instability of Government
Institution (Nsanzimana
Sylvester, Nsengiyaremye - Help learners to understand the
Dismas, Uwiligiyimana Agatha) negotiations in the Arusha
peace Accord.
The Blockage of Execution
of Arusha
Peace Accord.
2. The Genocide of Tutsi
(April-July 1994)
Definition of the word
“Genocide’’ - Incite learners to read some
- The development of documents available on inter
ideology of Genocide ethnic period.
- The phase of excecution
extermination of Tutsi and - Differentiate the inter-ethnic
Hutu opposition to the massacres and Genocide.
71- Define Genocide Genocide ideology.
- The role of different actors: - Show the learners a film of
- Show and explain how ideology State, International Genocide and tell them that it
of Genocide was prepared and Community, Religious should never happen again.
executed Confessions, Medias, local
Population.
- The consequences of Tutsi - With a discussion, establish the
- Establish the responsibilities of Genocide of April-July 1994 responsibilities of each actor
interior institutions and in the preparation and
international view towards the The consequences of execution of Genocide.
Genocide of the Tutsi Genocide as a point of
view - With the help of textbooks
- Political compare Tutsi Genocide with
- Economical other Genocides in Africa and
- Social outside of Africa
- Cultural
- Show the role of negation and
- Give the political, economic, Efforts of the Government of revisionism in the fight against
and socio-cultural National Unity Genocide ideology
consequences of the Tutsi - The Unity and Reconciliation.
Genocide - The Economic, Political, and - Through small groups, the
Socio-Cultural Realisations learners should show multiple
(Successes) consequences of Rwanda.
72You can also read
