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125 Genocide Essay Topic Ideas & Examples

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Genocide is a horrific crime that has plagued humanity for centuries. It involves the deliberate and systematic extermination of a specific group of people based on their ethnicity, religion, nationality, or other defining characteristics. Genocide is considered one of the most heinous crimes against humanity and has left a lasting impact on the world.

If you are tasked with writing an essay on genocide, it can be a challenging and emotional topic to tackle. To help you get started, here are 125 genocide essay topic ideas and examples that you can use as inspiration for your writing:

The Armenian Genocide: A systematic extermination of the Armenian population by the Ottoman Empire during World War I.

The Holocaust: The mass murder of six million Jews by the Nazi regime during World War II.

The Rwandan Genocide: The brutal killing of over 800,000 Tutsi people by the Hutu majority in Rwanda in 1994.

Genocide in Cambodia: The Khmer Rouge regime's killing of over two million people in Cambodia in the 1970s.

The Darfur Genocide: The ongoing conflict in Darfur, Sudan, which has resulted in the deaths of hundreds of thousands of people.

The Bosnian Genocide: The ethnic cleansing of Bosnian Muslims by Serbian forces during the Bosnian War in the 1990s.

Genocide in Myanmar: The persecution and killing of Rohingya Muslims by the Myanmar military.

Genocide in North Korea: The brutal treatment of political prisoners and dissidents in North Korean concentration camps.

The Native American Genocide: The mass killing and forced relocation of Native American tribes by European colonizers in the Americas.

The Genocide of the Pontic Greeks: The extermination of the Pontic Greek population by the Ottoman Empire in the early 20th century.

The Yazidi Genocide: The targeted killing and enslavement of Yazidi people by ISIS in Iraq and Syria.

Genocide in East Timor: The Indonesian military's killing of thousands of East Timorese people during the occupation of the country.

The Genocide of the Herero and Nama people: The extermination of the Herero and Nama tribes by German colonial forces in Namibia in the early 20th century.

Genocide in the Democratic Republic of Congo: The ongoing conflict in the DRC, which has resulted in the deaths of millions of people.

The Genocide of the Circassian people: The forced deportation and killing of Circassian people by the Russian Empire in the 19th century.

Genocide in South Sudan: The civil war in South Sudan, which has resulted in widespread violence and displacement of civilians.

The Genocide of the Assyrian people: The killing and forced displacement of Assyrian Christians by ISIS in Iraq and Syria.

Genocide in Guatemala: The killing of indigenous Mayan people by the Guatemalan government during the country's civil war.

The Genocide of the Kurds: The persecution and killing of Kurdish people by various governments in the Middle East.

Genocide in Sri Lanka: The killing of Tamil civilians by the Sri Lankan government during the country's civil war.

The Genocide of the Alawites: The targeted killing of Alawite people by extremist groups in Syria.

Genocide in Nigeria: The killing and displacement of civilians by Boko Haram and other extremist groups in Nigeria.

The Genocide of the Romani people: The persecution and killing of Romani people by the Nazis during World War II.

Genocide in Chechnya: The Russian military's killing of Chechen civilians during the Chechen Wars.

The Genocide of the Uyghur people: The persecution and forced assimilation of Uyghur Muslims by the Chinese government.

Genocide in Burundi: The ethnic violence in Burundi, which has resulted in the deaths of thousands of people.

The Genocide of the Hmong people: The killing and forced displacement of Hmong people by the Laotian government.

Genocide in Zimbabwe: The killing and displacement of civilians by the Zimbabwean government during the country's political crisis.

The Genocide of the Rohingya people: The persecution and killing of Rohingya Muslims by the Burmese military.

Genocide in Yemen: The ongoing conflict in Yemen, which has resulted in widespread violence and humanitarian crisis.

The Genocide of the Hazara people: The targeted killing of Hazara people by extremist groups in Afghanistan.

Genocide in Mali: The ethnic violence in Mali, which has resulted in the deaths of thousands of people.

The Genocide of the Yazidi people: The targeted killing and enslavement of Yazidi people by ISIS in Iraq and Syria

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107 Genocide Essay Topics

🏆 best essay topics on genocide, ✍️ genocide essay topics for college, 🎓 most interesting genocide research titles, 💡 simple genocide essay ideas, ❓ research questions about genocide.

The Genocide in Rwanda 1994
Reflections on the Video About Genocide in Darfur
Genocide and Mass Killing in “Becoming Evil” by Waller
Rwandan Genocide in “Sometimes in April”
Indian Boarding Schools and Native Americans Genocide
The Rwandan Genocide and Its Roots
The Colonization of America as a Native American Genocide
Rwandan Genocide: Causes and Outcomes In 1994, the Rwandan genocide occurred during the Civil War and was against the Tutsi ethnicity and led to almost a million victims.
Social and Psychological Studies of Genocides Social and psychological studies of genocides help explain these processes and understand why people commit immoral acts and are willing to support evil.
The “Just War” Theory, Genocide and Mass Murder The theory of just war was revived in the late 60s of the twentieth century in the United States due to the desire to find objective moral criteria for assessing the armed force.
The El Salvador Uprising of 1932 and the Haitian Genocide of 1937 The source offered for analysis speaks of two terrible events, the El Salvador Uprising of 1932 and the Haitian Genocide of 1937.
Individuals Targeted During Genocide in Rwanda The Rwandan genocide remains one of the unspeakable happenings that led to the slaughter of many innocent citizens.
The Consequences of Darfur Genocide This paper will discuss the origin of the Darfur genocide, its effects on the region, and the attempts to resolve it.
Human Rights and the Rwandan Genocide In the first half of 1994, Rwanda lost approximately 800,000 citizens due to tribal clashes that led to what is referred to now as the Rwandan Genocide.
Genocide in the Twentieth Century: Rwandan Case The Rwandan genocide was the result of a conscious encouragement of fear and hatred by the elite, who sought to stay in power.
The Darfur Genocide: The Causes and the Aspects The Darfur genocide in Western Sudan is considered the first genocide of the 21st century. The goal of this paper is to outline all the issues that shaped the Darfur genocide.
Terrorism and Genocide: Impact on Populations Victims of terror actions usually recover within a short time, given that terrorist actions are considered moderate stress reactions.
Terrorism and Genocide: Traumatic Impacts The defense centers of excellence for psychological health and traumatic brain injury were launched to help those veterans who feel their lives are at risk psychologically.
The Armenian Genocide and the Holocaust Comparing the Holocaust and the Armenian Genocide the latter is much simpler in terms of cause, method, and outcome. The Holocaust is the direct result of anti-Semitism.
Genocidal Activities in American Movies The analysis of the movies Schindler’s List and Sometimes in April that strive to reflect the times of global genocide suffered by nations.
The Rwanda Genocide and the Colonial Politics The Rwanda genocide was because of negative ethnicity which was brought out by the politicians. Were politicians more careful in what they say and do, such events can be avoided.
Holocaust and Genocide Analysis The ideology provided by Nazi underlined the descent of the German people from the Aryan race and rejected all other nations.
“Justifying Genocider” Article by Ter-Matevosyan German society has always been considered a perfect representation of what the impact of racism and intolerance can be in modern society.
Herero Holocaust Among European Colonial Genocides The source identifies a pattern of events that preceded the holocaust in Germany. As Ter-Matevosyan notes, the holocaust is one of the worst historic moments in modern history.
“The Persistence of Genocide” by David Rieff Genocide is an act that affects the lives of people that are meant to endure it. International human rights organizations categorize genocide into two forms.
The Rwandan Genocide as One of the Devastating Genocides Since the Holocaust The historic Rwandan Genocide, organized by Hutu hardliners, resulted in the merciless murder of approximately one million individuals after a three months rampage in 1994.
Literature: “Darfur: The Ambiguous Genocide” by Gerard Prunier The article gives a critical view of the war that has been taking place in Darfur. This war has continued for a long time, and it would be right to consider it genocide.
Genocide and the Communist Revolution in Cuba
African Genocide and Its Effect on Children
Child Survival and the Fertility of Refugees in Rwanda After the Genocide
American Indian Genocide Museum: The Confederate Flag
Legal and Non-Legal Responses to the Rwandan Genocide
Differences Between the Armenian Genocide and the Jewish Holocaust
Conflict, Institutions, and Economic Behavior: Legacies of the Cambodian Genocide
Religion and the Bosnian Genocide : Did Religion Play a Significant Role in the Bosnian Genocide?
Human Rights and Intervention in the Rwandan Genocide
License for Genocide: International Law Violations and the Bleiburg Massacre at the Close of World War II
American Manifest Destiny and the Genocide of the American Indian
Examining the Genocide and the State of Violence in the Modern European Era
American Passivity: Rwanda Genocide
Choosing Genocide: Economic Perspectives on the Disturbing Rationality of Race Murder
Genocide, Dehumanization, and Survival Methods During World War 2
Armenian Genocide: The First Genocide of the 20th Century
Post-Traumatic Stress Among the Victims of the Cambodian Genocide and Khmer Rouge Reign
Discrimination and Genocide Within Societies
Cambodian Genocide and Its Effect on Cambodia
Slobodan Milosevic and Genocide in the Former Yugoslavia
Apache Wars: The Genocide of the Chiricahua Indian Tribe
Cultural Genocide and Its Impact on American History
Smile Through the Evils of Genocide!
Genocide: Nazi Germany and the United States
Armenian Genocide Accusations Against the Ottomans
Genocide: The Worst Humanitarian Disaster
Post World War II: Sexual Violence and Genocide
Armed Conflict and Schooling: Evidence From the 1994 Rwandan Genocide
Canada’s “Genocide”: Thousands Taken From Their Homes
How the Holocaust Compares to One Other Form of Modern Genocide (Kurdish Genocide)
Economics and Genocide: Choices and Consequences
Localized Ethnic Conflict and Genocide: Accounting for Differences in Rwanda and Burundi
Armenian Genocide and Holocaust Comparison
Serbia and Kosovo: From Myth to Genocide
Genocide, Racial Science and Human Experimentation
Factors That Influence the Primary Motivation of Genocide
Difficulties With Proving the Crime of Genocide on Example of the Case Vasiliauskas. v. Lithuania
Genocide and Mass Killings in Africa
Ethnic Cleansing and Genocide in Bosnia
Crime Against Humanity and Peace – Rwandan Genocide and Others
Modern Genocide: The Killing Fields of Cambodia
Genocide Discourses: American and Russian Strategic Narratives of Conflict in Iraq and Ukraine
Exposing Humanity’s Darkest Sin: Jewish Genocide
Modern Eastern Europe: The Politics of Ethnic Cleansing and Genocide
Belgian and French Influence on the Rwandan Genocide
Slavery and Genocide Against Native Americans
Genocide During the Bosnian War
The Armenian Genocide and the Decline of the Ottoman Empire
Civil War and Genocide in Guatemala
Genocide: The Holocaust and Holodomor
How Could the Guatemalan Genocide Have Been Prevented?
Who Attempted Genocide in World War II?
Why Didn’t the US Intervene in the Rwandan Genocide?
What Is the Connection Between Genocide and Social Revolution?
What Ideas and Beliefs Led to the Armenian Genocide?
How Many Hutus Died in the Rwandan Genocide?
What Groups Were Involved in the Cambodian Genocide?
Does Iran Recognize the Armenian Genocide?
Why Did Some Us Senators Oppose Signing the Genocide Convention?
How Pervasive Is Genocide in Human History?
Which Groups Protected Under the Genocide Convention?
How Many Countries Have Ratified the Genocide Convention?
What Role Did the Media Play in the Rwandan Genocide?
What Does Genocide Mean According to the United Nations?
What Are Countries That Have Signed the Genocide Convention Obligated to Do?
How Did the Rwandan Genocide Affect the Country?
Did Anyone Try to Stop the Cambodian Genocide?
Was There Media Coverage of the Darfur Genocide?
What Effect Did the Guatemalan Genocide Have On Today’s Society?
How Did Other Countries React to the Rwandan Genocide?
What Is Indigenous Cultural Genocide?
Why Did the Clinton Administration Deny the Rwandan Genocide?
What Were the Traumas Caused by the Genocide?
How Can Some World Powers Support Governments That Commit Genocide?
Have Been Punished Governments That Commit Genocide?
What Is the Connection Between Imperialism and Genocide?
Why Did Pol Pot Commit Genocide?
What Was the Role of Mass Deportations in the Genocide?
Why Is Humiliation Such a Central Factor in Genocide?
How Can Forensic Anthropologists Help Establish the Truth After Genocide?

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These essay examples and topics on Genocide were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on December 27, 2023 .

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An Overview of the Holocaust: Topics to Teach

Recommended resources and topics if you have limited time to teach about the Holocaust.

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When teaching the history of the Holocaust, the complexity of the subject matter can often seem daunting or challenging for educators. Teaching the Holocaust requires contextualizing the events of the Holocaust within many different strands of history. To understand how individuals and organizations behaved at the time, students need to know a number of key concepts and information. Below are recommended resources and topics to address when planning lessons or units on the Holocaust.

The objective of teaching any subject should always be to engage the intellectual curiosity of students in order to inspire critical thought and personal growth. With this in mind, it also is helpful to structure a lesson plan on the Holocaust by considering your main goals and purposes for teaching the subject matter. Find more information on how to craft learning objectives for teaching the Holocaust .

Historical Background

The Path to Nazi Genocide provides general background information on the Holocaust for the instructor and for classroom use.

This 38-minute film examines the Nazis’ rise and consolidation of power in Germany. Using rare footage, the film explores their ideology, propaganda, and persecution of Jews and other victims. It also outlines the path by which the Nazis and their collaborators led a state to war and to the murder of millions of people. By providing a concise overview of the Holocaust and those involved, this resource is intended to provoke reflection and discussion about the role of ordinary people, institutions, and nations between 1918 and 1945.

View The Path to Nazi Genocide .

This film is intended for adult viewers, but selected segments may be appropriate for younger audiences. The final 8 minutes of the film present very graphic material.

There is a worksheet with an answer key to go along with the film. Many of these questions could be used as discussion questions in class. Additionally, there is a one-day lesson that provides an introduction to the Holocaust by defining the term and highlighting the story of one Holocaust survivor, Gerda Weissmann.

Accessibility

To make the content of the Holocaust Encyclopedia more broadly available, any materials translated into various languages. Please select your language by using the globe icon.

The Holocaust Encyclopedia also includes provides a glossary for students.

The following key articles in the Holocaust Encyclopedia now have audio versions for greater accessibility and to match different learning styles.

Anne Frank Biography: Who was Anne Frank?
Anne Frank: Diary
The "Final Solution"
"Final Solution": Overview
History of the Swastika
Hitler Comes to Power
Josef Mengele
Kristallnacht
Martin Niemöller: "First they came for the Socialists..."
Nazi Propaganda
Nazi Racism
The "Night of Broken Glass"
The Nuremberg Race Laws
World War II Dates and Timeline

Context for Understanding the Holocaust

The encyclopedia articles below provide background and more context on the Holocaust.

Jewish life in Europe before the Holocaust
World War I
Nazi Rise to Power
Dictatorship under the Third Reich
Early Stages of Persecution
The First Concentration Camps
World War II in Europe
Murder of the Disabled (Euthanasia Program)
Persecution and Murder of Jews
Mobile Killing Squads ( Einsatzgruppen )
Expansion of the Concentration Camp System
Killing Centers
Additional Victims of Nazi Persecution
Jewish Resistance
Non-Jewish Resistance
United States
Death Marches
Postwar Trials
Displaced Persons Camps

If You Have One Class Period

Provide a historical overview of the history through use of the Path to Nazi Genocide film or other materials. Or refer to the one-day lesso n , which provides an introduction to the Holocaust by defining the term and highlighting the story of one Holocaust survivor, Gerda Weissmann.

Based on your rationale, choose one or more topics to highlight. Include personal testimonies from the Museum's ID Cards or oral history excerpts as appropriate.

Critical Thinking Questions

The most visited articles in the Holocaust Encyclopedia include critical thinking questions to encourage reflection on connections to contemporary events and genocide prevention, analysis of the range of motivations and behaviors, and further research on key topics.

The following are examples of articles with critical thinking questions. You'll find these questions at the foot of each page:

Discussion Questions

A set of Discussion Questions aim to provide a framework for understanding how and why the Holocaust was possible.

What made it possible?

What conditions and ideas made the Holocaust possible?
How and why did ordinary people across Europe contribute to the persecution of their Jewish neighbors?
How did German professionals and civil leaders contribute to the persecution of Jews and other groups?
How did the Nazis and their collaborators implement the Holocaust?
What does war make possible?
How did the United States government and American people respond to Nazism?
How did leaders, diplomats, and citizens around the world respond to the events of the Holocaust?
Which organizations and individuals aided and protected Jews from persecution between 1933 and 1945?

After the war

How did postwar trials shape approaches to international justice?
What have we learned about the risk factors and warning signs of genocide?

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Home Essay Samples Social Issues

Essay Samples on Genocide

Us decision's impact on rwanda genocide's outcome.

In April of 1994, The Hutu ethnic group caused a genocide against the other ethnic group, the Tutsis. Many deaths happened over an imbalance of power. Although the Tutsis were the minority, they dominated and were favored. The Hutus threw Tutsis into random countries, took...

Indigenous People
Rwandan Genocide

Negative Impacts of Social Darwinism on Society

After five years sailing on the sea and, Charles Darwin made a lot of observations and collection on kinds of animals, plants, and fossils. The valuable experience inspired Darwin and made him create the theory of evolution -- one of the most important theories in...

Charles Darwin
Social Darwinism

The Truth About Holodomor and Memory of the Victims

To a moderate extent, we get nearer to the truth the closer we are the event, as over the progression of time, discoveries are made, and unknown facts are revealed, which were not readily available close to a certain event. In the case of an...

Critique of Hannah Arendt's Approach in Her Thesis on Totalitarianism

A totalitarian government is one which should be seen as a regime of the past. In society today, people have rights and freedoms; which means that the government has the mandate to protect its citizens, and give them the power to work and realise the...

Hannah Arendt

The Disgraceful Acts of Columbus and Why Columbus Day Shouldn't Be Celebrated

Growing up in America, young vulnerable kids are taught and develop beliefs that Columbus is amazing, but there's little-discussed about the horrid ways he acted towards our nation’s primary inhabitants. Columbus tortured slaves and indigenous people, and he also contributed immensely to the transatlantic slave...

Columbus Day

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Stalin and Famine in Ukraine: Reasons and The Results of Ukrainian Genocide, Holodomor

Many people think that a genocide is simply just terrorism that occurs, however a genocide means something much more stronger than that, it is the complete annihilation of a whole civilization. Genocide is “the deliberate killing of a large group of people, especially those of...

Joseph Stalin

Genocide Witnesses and the Bystander Effect

'Today, people don't talk anymore about the mass murder of six million human beings' (Wiesenthal 156). Even though this statement refers to the Holocaust, it applies to various genocides that have occurred throughout history. No matter the place or time, the same reaction happens as...

The Bystander Effect

Role of International Orrganizations and Countries in Mass Violence

With the end of the Cold War and the world after passing through a series of catastrophic events and being on the brink of Nuclear Warfare found Disarmament to be a pertinent matter in order to retain peace. Efforts for disarmament had been in order...

Community Violence
The United Nations

The Justification of the Rwandan Genocide

No logic, no reason, no explanation. Just a prolonged nightmare in which fear, loneliness and the unexplainable walk hand in hand through the shadows. In a moment we will start to gather clues as to the whys the whats the whens and the wheres. We...

The Influence of the Bystander Phenomenon During Genocides Explored in Terms of the Rwandan Genocide

Time and time again it has been said to be ‘Never Again’ but literature still explores atrocities such as genocide in order to try and understand individual factors that lead to its development and influence the likelihood of genocide happening and how to prevent and...

The Terrors and Horrific Events of the Genocide Phenomenon

Intro “Why is the killing of a million a lesser crime than the killing of an individual?”- Raphael Lemkin. Throughout history, humans have killed each other for an array of reasons; differences in religion, culture, ethnicity, or just simply because one believes they are superior...

A Close-Up Look at the Treatment of Armenians in the Ottoman Empire in The Promise

The discussion over what Armenians experienced in the Ottoman Empire after World War I, still maintains its violence since the day it has begun. Although most historians and academics believe that Armenians were the first victims of the 20th century’s first genocide, many Turkish people...

Ottoman Empire

The Meaning of Genocide to the Armenian Community

In “Sad Days of Light,” Peter Balakian talks about how his grandparents survived during the genocide and the harsh situations they might had to face for their survival. Balakian uses imagery throughout his text to show how the Armenians suffered due to the act of...

Social Problems

Genocide of Life and Culture in Patagonia Desert

Genocide, in which mass amounts of a specific group of people are killed, and cultural genocide, in which the culture of a group is forced in extinction, often arises from violent conflicts that typically have at least one of two main factors driving them: religion...

The Man in The High Castle

Analysis of Genocide in Rwanda, Its Impact and Aftermath

For many years, Rwanda dealt with an ongoing battle between the Tutsis and Hutus, but one major problem that was faced by the Hutus was their reluctance to share any power with the Tutsis. They wanted to be dominant and would not settle for anything...

Avengers: Infinity War Thanos And His Quest For Genocide

A warning to audiences should be put into place due to this film containing some of the most controversial action packed scenes in all of the marvel movies series so far. Thanos master plan for genocide is one example of a very dark turn marvel...

The Avengers

Stanton's Theory Of Eight Stages Of Genocide

Stanton's theory of eight stages of genocide Stanton based his theory on the idea that genocide is not just a singular or random event that occurs but a process. Stanton's theory suggests that this process has early warning stages which he categories into eight stages...

Technological Progressions: Past, Present And Future

At the beginning of the thirteenth century a drought greater than any during the recorded history of the area came to the Great Plains. As the rains failed year after year and the crops withered in the fields, the hunters and horticulturalists who lived along...

Best topics on Genocide

1. Us Decision’S Impact On Rwanda Genocide’S Outcome

2. Negative Impacts of Social Darwinism on Society

3. The Truth About Holodomor and Memory of the Victims

4. Critique of Hannah Arendt’s Approach in Her Thesis on Totalitarianism

5. The Disgraceful Acts of Columbus and Why Columbus Day Shouldn’t Be Celebrated

6. Stalin and Famine in Ukraine: Reasons and The Results of Ukrainian Genocide, Holodomor

7. Genocide Witnesses and the Bystander Effect

8. Role of International Orrganizations and Countries in Mass Violence

9. The Justification of the Rwandan Genocide

10. The Influence of the Bystander Phenomenon During Genocides Explored in Terms of the Rwandan Genocide

11. The Terrors and Horrific Events of the Genocide Phenomenon

12. A Close-Up Look at the Treatment of Armenians in the Ottoman Empire in The Promise

13. The Meaning of Genocide to the Armenian Community

14. Genocide of Life and Culture in Patagonia Desert

15. Analysis of Genocide in Rwanda, Its Impact and Aftermath

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Teaching Guides

New resistance, agency, and empowerment.

The Resistance, Agency, and Empowerment teaching unit explores the concept, forms, and examples of resistance through which students learn about genocide. Examining individual and collective actions in response to the Armenian Genocide and its denial as it was being carried out and over the course of more than a century thereafter, the unit highlights the long, continuing legacy of genocide and the value of individual choice and cooperation in affecting positive change. (more…)

NEW! Armenian Life in the Ottoman Empire Before 1915

Life under the Ottoman Empire had its own unique challenges and opportunities for Armenians, as is evident through this collection of pictures, courtesy of the Project Save Armenian Photo Archives, Inc. This lesson focuses on analyzing primary sources (more…)

New! “Bird Letters” Lesson & Activity

Understanding other cultures means exploring their languages, beliefs, art, traditions. Central to the Armenian identity is the unique language and alphabet, a deeply held religious faith, and their unique expression of these two components in “illuminated manuscripts” (handwritten books decorated with elaborate designs or miniature pictures.) These ancient texts are still revered by Armenians… (more…)

Stages of Genocide: A Toolkit for Educators

Studying genocide is a critical part of a student’s understanding of both history and of current events. The Stages of Genocide Toolkit is designed to help teachers cover the topic in a meaningful and incisive way, introducing students to the phenomenon of genocide itself and then examining it through multiple case studies. (more…)

Operation Nemesis: Using a murder trial to teach about the Armenian Genocide

Soghomon Tehlirian, a survivor of the Armenian Genocide, assassinated Talaat Pasha, the primary architect of the Armenian Genocide, in Berlin in 1921. Although there was no doubt Tehlirian committed the murder, the jury found him not guilty, after hearing 2 days of testimony about the genocide planned and executed by Talaat Pasha. The trial helped motivate Raphael Lemkin to coin the word “genocide.”

(more…)

Survivor Objects: the Zeytun Gospels

The Zeytun Gospels, an 800-year-old manuscript, survived the Armenian Genocide. Understanding the life of an object like the Zeytun Gospels illuminates the devastation of genocide. It also shows how justice, even in small doses, can be found amidst the ruins left by genocide. (more…)

Human Rights and Genocide: A Case Study of the First Modern Genocide of the 20th Century

This comprehensive teacher’s manual focuses on the Armenian Genocide of 1915 during which 1.5 million Armenians, half of the Armenian population, were systematically annihilated. It includes a 1-day, 2-day, and 10-day unit with all the materials teachers will need, including more than two dozen overheads, interactive classroom exercises and more. Discussions include a wide range of topics related to the Armenian Genocide: the history of Armenians in the Ottoman Empire, primary source documents, witness and survivor memoirs, maps and political-economic timelines, and the problem of denial. (more…)

Two Day Lesson on the Armenian Genocide

This is a compressed version of The Genocide Education Project’s ten-day curriculum found in Human Rights and Genocide: A Case Study of the First Modern Genocide of the 20th Century . It is to be completed in two fifty-minute class periods, with 2 homework assignments, one before and another between the lessons. The lesson includes the definition of genocide, historical background on the Armenian case, a review of other major genocides, a short national TV news piece, and readings from survivor testimonies.

Finding a New Life: The Armenians of Watertown

Finding a New Life: The Armenians of Watertown is an introductory unit providing a background to the history of the Armenian Genocide, the effects of the genocide on subsequent generations in Watertown, and universalizes the experience for other groups who have found safe haven in Watertown. Finding a New Life illustrates the continued pain and damage that genocide brings and the fortitude of those searching for the truth.

Deli Sarkis: The Scars He Carried

This lesson plan is accompanies readings from the book Deli Sarkis: The Scars He Carried by Ellen Sarkisian Chesnut. The lesson was created by Frank Perez, World History teacher at San Benito High School in Hollister, CA. (more…)

THE PROMISE lesson plan: Concepts of Resistance

“Our revenge will be to survive,” says the character Ana to Michael in the feature film, The Promise . This lesson introduces students to the efforts by genocide victim populations to respond to the violence against them. Using the feature film, The Promise , students are guided through readings, discussions, and exercises about the Armenian Genocide and the different forms resistance can take.

The Other Side of Home

GenEd has created a discussion guide to accompany this compelling 40-minute documentary which explores a Turkish woman’s discovery of her hidden Armenian heritage and the legacy of genocide denial. “The Other Side of Home” is now available to view through public library online streaming services, Kanopy, Hoopla, and Overdrive, using your public library card number (If you don’t have a card, many libraries now accept online library card applications.)

THE PROMISE: film study guide

The film, The Promise, released in 2017, is the first major Hollywood dramatic feature recounting the history of the Armenian Genocide of 1915, perpetrated by the Turkish government. The film provides a unique educational opportunity to understand the greatest atrocity and human rights crisis of WWI. It also opens a window onto the German and American presence in the (more…)

Memorializing Genocide: A Tulip Garden

How should genocide be remembered? This lesson and activity begins with a classroom discussion about how communities remember major historical events, including human rights atrocities. Students also learn the allegorical story of Armenian botanist JJ Manissadjian, who studied and catalogued a rare, wild tulip found in the Armenian homeland in pre-WWI Ottoman Empire. The tulip became extinct in the wild, but was cultivated later from seeds Manissadjian had sent to Europe. Manissadjian was imprisoned during the Armenian Genocide, but escaped and immigrated to Europe and the United States. The tulip story is symbolic of the fate of Armenians.

Ten Stages of Genocide

This teaching guide is based on genocide scholar Dr. Gregory H. Stanton’s work “Ten Stages of Genocide” (an update of his previous “Eight Stages of Genocide,” 1996.) The progression of stages is a formula for how genocide is prepared, carried out, and produces long-lasting repercussions. Beginning with prejudice, genocide develops over time, involving the cooperation of a large number of people and the state; This lesson helps students understand genocide as a process that can be corrected and prevented.

Educator’s Guide for “Like Water for Stone” Novel

Like Water on Stone by Dana Walrath is fictional account of the Armenian genocide. This novel in verse recounts the flight to America of three Armenian children after the Ottoman Turks confiscate their family’s flour mill and murder their parents. For sixty-three days the children travel on foot, above the tree line of the Caucasus Mountains and through the Syrian Desert, to reach refuge in Aleppo, Syria. Taken in by a sympathetic Arab shopkeeper, the children disguise themselves as Arabs to avoid being forcibly relocated to the Deir el-Zor concentration camp, where starvation and barbarity led to certain death. After three years in hiding, the children finally receive a letter and boat tickets to America from their keri (maternal uncle).

The book’s Educator’s Guide was created for Random House by Judith Turner, a longtime educator at Terrace Community Middle School in Tampa, Florida. It includes pre-reading activities, discussion and activity prompts and a list of Common Core Standards correlations.

They Shall Not Perish: The Story of Near East Relief

They Shall Not Perish: The Story of Near East Relief is a 32-page curriculum booklet on America’s response to the Armenian Genocide, through the work of the Near East Relief foundation. NER workers courageously bore witness to the genocide and fed, clothed, and provided medical treatment to thousands of refugees. Near East Relief is credited with saving over one million lives between 1915 and 1930, including 132,000 orphan children, in what was the largest international humanitarian effort up until that time.

An Armenian Journey: From Despair to Hope in Rhode Island

A curriculum resource guide and video documentary created by The Genocide Education Project in cooperation with the Rhode Island Council for the Humanities. The Armenian Journey: From Despair to Hope in Rhode Island provides a background to the history of the Armenian Genocide, the effects of the Genocide on subsequent generations, and universalizes the experience for other groups who have found safe haven in the United States. The video and resource guide illustrates and elucidates the continued pain that the enormous crime of genocide and its denial brings, as well as the fortitude of those searching for truth. (more…)

The New York Times and the Armenian Genocide

A Lesson Plan based on The Armenian Genocide – News Accounts from the American Press, 1915-1922

This curriculum extracts articles from the book, “The Armenian Genocide: News Accounts from the American Press,” compiled by Richard Kloian (available from GenEd and can be ordered for $25 by emailing). Including 200 New York Times articles, other journalistic accounts, U.S. Ambassador Morgenthau’s personal account of the genocide, survivor accounts, telegrams from the genocide perpetrator, photographs, and more, the book presents a compelling chronicle of the systematic deportations and massacres of the Armenians of the Ottoman Empire, perpetrated by the Turkish governing authorities between 1915 and 1922.

iwitness Photo Activity

The i w itness photo documentary project was begun by artists Ara Oshagan and Levon Parian in 1995, when they began photographing and later interviewing survivors of the Armenian Genocide.

The photographs were first exhibited at the Downey Museum of Art in southern California in 1999, and later featured in the LA Times Sunday Magazine and many other venues. During the centennial commemoration of the Armenian Genocide in 2015, the exhibit was re-made into a large-scale public art installation on three levels at the Music Center and Grand Park in Downtown Los Angeles.

i witness provides an ideal vehicle for middle-high school students to explore first-person testimonies of the Armenian Genocide through an artistic, interpretive lens.

Exhibit installation images by Ara Oshagan, Levon Parian, Vahagn Thomassian, Narineh Mirzaeian | www.iwitness1915.org

Genocide and the Human Voice: Nicole’s Journey

This interactive online classroom provides students a background to the history of the Armenian Genocide and the effects of the denial of the Genocide on subsequent generations. Nicole’s real life journey to the village of her grandmother, now in Eastern Turkey, illustrates the continued pain that genocide brings and the fortitude of those searching for truth. (more…)

Crimes Against Humanity and Civilization: The Genocide of the Armenians

FROM FACING HISTORY AND OURSELVES:

Facing History’s resource book, Crimes Against Humanity and Civilization: The Genocide of the Armenians, combines the latest scholarship on the Armenian Genocide with an interdisciplinary approach to history, enabling students and teachers to make the essential connections between history and their own lives. By concentrating on the choices that individuals, groups, and nations made before, during, and after the genocide, readers have the opportunity to consider the dilemmas faced by the international community in the face of massive human rights violations. (more…)

The Armenians: Shadows of a Forgotten Genocide

Published by the Holocaust Resource Center and Archives, Bayside, New York for its 1999 Armenian Genocide exhibit, this 23-page booklet includes a brief history on the Armenian Genocide, news coverage, maps, the continuing Turkish government denial, and discussion questions.

Contact The Genocide Education Project for the booklet.

The Armenian Genocide, 1915 – 1923: A Handbook for Students and Teachers

Prepared by the Armenian Cultural Foundation

About the Author: Simon Payaslian holds a Ph.D. In political science (Wayne State University, 1992) and is a Teaching Fellow and Ph.D. Candidate in the Department of History at University of California, Los Angeles (UCLA).

This handbook provides both a historical perspective of the Genocide and an overview of international and national constraints in preventing the genocides that followed, highlighting the world’s inability to deal appropriately with the perpetrators of the Armenian Tragedy.

This book also provides teachers with maps, graphs, and eyewitness accounts as well as valuable teaching aids such as the worksheets, discussion and essay topics to maximize the student’s understanding of how the unspeakable can occur and recur even in contemporary times.

Model Curriculum For Human Rights and Genocide

Published for the California State Board of Education by the California Department of Education ISBN 0-8011-0725-3

This Model Curriculum for Human Rights and Genocide, which serves as a guide for classroom teachers, supports the curriculum and instruction described in the framework. Pages 1-5 of this document contain a model that can be used by developers of curriculum. This section provides the philosophical bases for including studies on human rights and genocide in the curriculum, identifies places in the history-social science courses where learnings can be included, and poses questions that will engage students in critical thinking on this topic. (more…)

Teaching the Armenian Genocide: Resources for Teachers, Students and Educators

Published by the Armenian Genocide Resource Center (AGRC) of Northern California

This resource guide lists books, teaching guides, research reports, monographs, archival documents, bibliographies, photographs, websites, videos, and maps available on the Armenian Genocide.

Confronting Genocide: Never Again?

FROM THE CHOICES PROGRAM:

Overview of the Unit – The genocides of the twentieth century elicited feelings of horror and revulsion throughout the world. Yet both the international community and the United States have struggled to respond to this recurring problem. (more…)

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14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, rwandan genocide essay topics.

Interesting Topics to Write About Rwandan Genocide

The Main Factors That Influenced the Rwandan Genocide
Causes and Events of the Rwandan Genocide and African Holocaust
Hutu Tutsi Hutu Rwandan Genocide
The Rwandan Genocide Was a One Hundred Day Slaughter
Rwandan Genocide and the Lack of International Intervention
Global Rwandan Genocide and Approximate
Reaction of World on the Rwandan Genocide
Evidence from the 1994 Rwandan Genocide
The Nuremberg Trials About Rwandan Genocide
Lessons Learnt from the Rwandan Genocide
Comparing Genocide, the Rwandan Genocide, and the Bosnian Genocide
The Conflict with Rwandan Genocide Survivors
Propaganda and Conflict: Evidence from the Rwandan Genocide
The Rwandan Genocide and Ethnic Conflict
European Intervention in the Rwandan Genocide
The Rwandan Genocide and Its Effects on Rwanda’s Society

Good Research Topics About Rwandan Genocide

Crime against Humanity and Peace – Rwandan Genocide
The Causes and Consequences of the Rwandan Genocide
Belgian and French Influence on the Rwandan Genocide
Surviving the Genocide: the Impact of the Rwandan Genocide on Child Mortality
Legal and Non-Legal Responses to the Rwandan Genocide
Propaganda for Mass Kill: Like the Rwandan Genocide
Rwandan Genocide Speech from the Perspective of the Victim
State Capacity and Violence: Evidence from the Rwandan Genocide
History of Ethnic Violence and the Rwandan Genocide
Blaming Western Nations for Rwandan Genocide
What Was the Cause of the Rwandan Genocide
The United Nations and International Community Fail to Prevent the Rwandan Genocide

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Home — Essay Samples — History — Genocide

Essays on Genocide

Brief description of genocide.

Genocide refers to the deliberate and systematic extermination of a particular group based on their ethnicity, religion, or nationality. It is a crucial topic for understanding the darkest aspects of human history and the devastating impact on societies and individuals.

Importance of Writing Essays on This Topic

Essays on genocide are essential for shedding light on historical atrocities, promoting awareness, and encouraging critical thinking about human rights and social justice. They provide a platform for academic exploration and personal reflection on the causes, consequences, and prevention of genocide.

Tips on Choosing a Good Topic

Focus on a specific case study or historical event to provide a detailed analysis.
Consider exploring the psychological, sociological, and political aspects of genocide.
Choose a topic that resonates with your personal interests and values for a more impactful essay.

Essay Topics

The Holocaust: Examining the systematic extermination of Jews during World War II.
The Rwandan Genocide: Analyzing the ethnic conflict and mass killings in Rwanda.
The Armenian Genocide: Understanding the Ottoman Empire's persecution of Armenians.
Genocide and International Law: Evaluating the effectiveness of legal frameworks in preventing genocide.
Genocide and Propaganda: Exploring the role of propaganda in inciting mass violence.
Genocide and Gender: Examining the impact of genocide on women and gender-based violence.
The Psychology of Perpetrators: Investigating the mindset and motivations of those responsible for genocide.
Genocide Prevention Strategies: Assessing the effectiveness of international interventions and peacekeeping.
The Role of Media in Genocide: Analyzing media influence and reporting during genocidal events.
The Aftermath of Genocide: Exploring the long-term effects on survivors and affected communities.

Concluding Thought

Writing essays on genocide provides an opportunity to engage with complex historical and ethical issues, contributing to a deeper understanding of the past and the pursuit of a more just and peaceful future. Dive into this critical topic and let your voice be heard through thoughtful and insightful essay writing.

The Tragic Reality of Genocide in Hotel Rwanda: a Critical Analysis

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The Armenian Genocide – The First Genocide of The Twentieth Century

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The Darfur Genocide: Causes, Effects, and Who’s to Blame

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A Question of Forgiveness of The Large Scale Crimes Such as Genocide

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Podcast for students, timeline of the holocaust, audio glossary, upper elementary guidelines, schindler's list, classroom poster series, we share the same sky companion resource.

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USC Shoah Foundation’s first podcast, We Share The Same Sky , seeks to brings the past into present through a granddaughter’s decade-long journey to retrace her grandmother’s story of survival. We Share The Same Sky tells the two stories of these women—the grandmother, Hana, a refugee who remained one step ahead of the Nazis at every turn, and the granddaughter, Rachael, on a search to retrace her grandmother’s history.

In order to enhance its classroom use, USC Shoah Foundation and Echoes & Reflections have created a Companion Educational Resource to support teachers as they introduce the podcast to their students. This document provides essential questions for students, as well as additional resources and content to help build context and framing for students’ understanding of the historical events addressed in the podcast. Access to the podcast, as well as additional supporting materials—including IWitness student activities, academic standards alignment, and general strategies for teaching with podcasts—can all be found at the We Share The Same Sky page in IWitness. Note: Due to the subject nature, the podcast is appropriate for older students, grades 10-12. As always, teachers should review the content fully in advance to determine its appropriateness for their student population.

Below is information to keep in mind when teaching the content in this unit. This material is intended to help teachers consider the concept of genocide, how to foster empathy with the victims who were persecuted, how to better understand the mechanisms used and the process of the escalation of hate that can lead to genocide, and how the legacies of genocides are created, memorialized, and remembered.

This unit is shaped by four fundamental questions that have shaped each lesson: What is genocide? Who were the people before they became victims? How did genocide occur? How do we remember a genocide? In asking these questions about four genocides of the 20th century, the purpose of this unit is to encourage critical thinking in students to explore the concept of genocide and analyze some of the common themes seen across multiple genocides. This unit challenges students to find value and meaningful lessons in the study of genocide and how memory and the understanding of genocides of the past can empower them to act against hatred today.

What is genocide? Why do we study about it? Why should we study it?
Was the Holocaust an example of genocide? What are some of the parallels between the genocides studied in this unit and how are they different from the Holocaust?
Who were the victims of the genocides in the 20th century studied in this unit? Why is it important to learn about the victims of genocide as they were, before they became victims?
How does a society ostracize a group and make it acceptable to commit atrocities against them? How does media, propaganda and fear capitalize on long roots of preexisting hatred and enmity to contribute to creating conditions where genocide can occur?
How do documentation, including testimony, the law, and remembrance of genocide benefit human civilization?

90-120 minutes

LESSON 1: What is the Crime of Genocide?

How does the poem build from the first line to the last? What do you think the significance of that is?
What does the author want the reader to think, do, and understand after having read this poem?
How does this poem help us understand the crime of genocide and how individuals, society, and the law have largely failed to prevent it?

60-90 minutes

LESSON 2: What do Genocides Destroy?

This lesson introduces students to the people before they became victims of genocide. It highlights their interests, hopes, dreams, and humanity. This glimpse into their worlds allows students to see them as individuals, creating empathy and deepening understanding of the diversity of life in their respective countries. At the end of the lesson, students begin to examine the chasms that existed in society and the small but meaningful ways in which these groups were vulnerable to ostracization and acts of discrimination.

Why is it important to learn about the lives of victims of genocide before they became victims?
How can understanding who these people were help us to recognize the magnitude of genocide and the total rupture it causes to victim groups?

How was each person ostracized? How were the differences, real or imagined, of each person emphasized in order to separate them from the larger group? How did that make them feel?
How did the actions of others, including neighbors and people in authority, contribute to the isolation of the victims?
How did the schools, communities, and society as a whole suffer from the exclusion of the victim groups? What was lost by rejecting them?
What do you see in the artwork? How does Bak use color and texture to convey his feelings about being forced to wear the Yellow Star?
What is the tone of the artwork? What are some emotions the artist is conveying?
Connect this artwork to the testimonies of David, Sara, and Kizito. How does this work of art expand our understanding of the pain felt by groups that are ostracized from their communities?

120-150 minutes

LESSON 3: How do Genocides Destroy?

In this lesson, students are confronted with the escalation of hate, which when left unchecked, can lead to the conflagration of genocide. Students are to consider the power of the media and propaganda to ignite pre-existing hatreds, dehumanize the victims, and encourage average citizens and neighbors to turn against their fellow persons. Teachers should exercise caution in examining the hate speech that was used to persuade and mobilize the masses so as not to cause harm nor foster similar hatreds in their students. Finally, students confront the horrors of genocide and how, even amidst extreme persecution, victims struggled to maintain their humanity.

What do you see in each image? What is the propagandist trying to make viewers feel?
Why is the concept of a parasite or something that can make us sick a common propaganda technique? How does that stoke fear in a population?
How did propaganda messages like these and stereotypes used by the perpetrators dehumanize their victims? What might have been the effects of such dehumanization for both individuals and victim communities?

What are some of the emotions, voice intonations, and body language cues that you noticed in the clips? Why are these cues an important part of understanding and fostering empathy with the survivors?
Based on their actions, the neighbors knew what was happening or even participated. In each scenario, describe what the neighbors were doing and the effect it had on the individuals who were targeted.
How is genocide often a very personal and intimate experience for the victims? Does this surprise you? How does it affect your understanding of how genocides are perpetrated?
What is the tone(s) of the photograph? How would you describe the conditions endured by the people in the photograph?
What do you notice about the faces, disposition, and body language of the people in the photographs?
How do these photos help you understand the suffering of the people?
How can these photos help you understand the tragedy of genocide?
How do the testimony, photographs, and artifacts help us better understand what happened to the victims of genocide?
Why is it important to affirm the humanity of the victims?
How does this approach help us better understand the loss, resistance, and resilience experienced by the victim group?

LESSON 4: Aftermath

This lesson considers what happens after a genocide has occurred. There is no blueprint of how to respond to genocide but after each of the genocides explored in this unit, there were criminal trials against some of the perpetrators. These trials brought various levels of justice and accountability, while collecting vast amounts of documentation. Students are introduced to the concept of denying a genocide, even against the factual documentation. Next, students will explore the roles of memorials and museums to create and protect the legacy of a genocide. Lastly, students are then asked to reflect on what they have learned and why it is important to study genocide.

Why do you think the final stage of genocide is denial? Why would perpetrators seek to deny a genocide? Why would people decades later continue to deny?
How does denial affect the victim survivors of genocide? How does this action of denial continue to harm victims and all of society?
What are some ways we can combat denial and the weaponization of lies?

Jan Karski states that “great crimes start with little things” and then goes on to give examples of things people should not do. How does the memory of genocide inspire us to oppose the little things Karski warns us about?
What from this brief study of genocide will you remember most and why? What are you curious to learn more about?
Why is studying genocide important? What lessons can be learned from studying genocides?

The ideas below are offered as ways to extend the lessons in this unit and make connections to related historical events, current issues, and students’ own experiences. These topics can be integrated directly into Echoes & Reflections lessons, used as stand-alone teaching ideas, or investigated by students engaged in project-based learning.

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Essays on Genocide

Genocide refers to crimes that are violent and which intend to destroy and damage the existence of a certain group (Rubenstein 15). Genocide involve certain crimes that include; forcefully transfer of children from one group into another, causing both mental and physical damages to individuals, introducing regulations that aim at...

Words: 1271

Genocide: A Historical Perspective Genocide is not a new thing when mentioned and has existed for the longest time. By definition, Genocide refers to violent crimes which are usually committed towards a group or groups whose intent is to destroy the group and its existence totally (Goldhagen). Genocide is generally defined...

Land conflicts between people who engaged in sedentary agriculture and semi-nomad lifestyles were the root cause of the Darfur genocide. Access to water was also a major factor in the massacre. Another war in the south of Sudan is also blamed for the genocide in Darfur. Between animist black southerners...

Words: 1786

Since the founding of the Jewish nation in the history of biblical life and in the contemporary state of Israel, where they adhere to specific practices and beliefs attributing to a religion, the Jewish culture, one of the oldest cultures, has a lengthy history of abuse and persecution. Jews have...

Words: 1802

In this piece, the author makes an argument regarding genocide, a problem that the people of Rwanda faced as a result of political unrest. For instance, because the Rwanda Patriotic Front killed the animals, it was difficult to see creatures like dogs and cats. Similarly, only white people possessed dogs...

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This is a term used to describe violence directed at members of a national, racial, ethnic, or religious group with the intent of destroying or eliminating the entire group. While the situation in Darfur is complex, the co-factors relying on and underlying this humanitarian disaster/pandemic bear a striking resemblance to the...

Words: 1988

In a not too distant past, the world was an entirely different place and era. Practices that are now regarded as horrific crimes were widely used up until the late 1800s. These acts included genocide, rape, slavery, war crimes, and the murder of unarmed civilians. Such methods were abandoned as...

Words: 1126

Stanley Milgram: A Study on Obedience and Morality Stanley Milgram, a psychologist, directed a scan focusing on the argument between obedience to expert and morality. Milgram analyzed avocations for research of genocide obtained by means of those charged at the World War II, Nuremberg War Criminal trials. Their resistance often depended...

Genocide is described as the act of intentionally murdering a large number of people in a specific country or ethnicity. In the 1948 UN Genocide Convention, the killing of an ethnic group, a racial or even a religious group deliberately refers to genocide as a murder. The first genocide in...

The History of the Genocide in the Rwandan Essay

Introduction, history of the genocide, hutu government, international community, works cited.

The Rwanda genocide that occurred in 1994 led to the loss of about 800,000 lives of the Tutsi community. The assassination of the president Juvenal Habyarimana triggered the genocide where the Hutu militia together with the Rwandan military organized systematic attacks on the Tutsi who were the minority ethnic group in Rwanda.

The Rwandan genocide was quite strange because it was a speedy mass killing, which led to the loss of about 800,000 lives in just 100 days. The United States of America president at that time Bill Clinton during his visit to Rwanda apologized and told the Tutsi that he felt like other people “…who did not fully appreciate the depth and the speed with which you were being engulfed by this unimaginable terror” (Power Para. 7).

The Rwanda genocide becomes the extreme genocide that occurred in the 20 th century. This essay explores the history of the genocide, the reasoning of the Hutu government and establishes why the international community did not intervene.

Hutu and Tutsi are the two tribes of Rwanda who have always been political enemies, fighting for power since independence in 1952. Belgians who colonized Rwanda favored Tutsi while they neglected the Hutu, but after independence, Hutu begun to enjoy the privileges of the government. “…independence ushered in three decades of Hutu rule, under which Tutsi were systematically discriminated against and periodically subjected to waves of killing and ethnic cleansing” (Power Para. 17).

Many Tutsi went to exile in the neighboring countries and formed rebels who constantly attacked the Hutu government. In 1990, Tutsi formed the Rwanda Patriotic Front, which attacked the Hutu government leading to the Rwandan civil war.

The Rwandan civil war led to the signing of the Arusha Accord that compelled the Rwandan government, which Hutu dominated, to form a government of national unity by incorporating marginalized Tutsi and the Hutu who were in opposition. For the realization of peace, the deployment United Nation peacekeepers helped in demilitarization of the civilians for Tutsi and Hutu to live in harmony.

Hutu thought that the Tutsi and the Belgians wanted to enslave them again as during colonization and they vowed never to agree with the terms of the Arusha Accord. By 1993, “Hutu extremists rejected these terms and set out to terrorize Tutsi and those Hutu politicians supportive of the peace process …thousands Rwandans were killed, and some 9,000 were detained while guns, grenades, and machetes began arriving by the planeload” (Power Para. 18).

Subsequent periodic attacks on Tutsi set the stage for the genocide in 1994. Then, there was evident militarization of Hutu in readiness to exterminate the Tutsi and Belgian peacekeepers, who the Hutu perceived as their enemies.

The assassination of the Rwandan president Juvenal Habyarimana triggered systematic mass killings of Tutsi by the Hutu military where they killed about 800,000 Tutsi in about 100 days. Though many diplomats perceived it as civil war, they alter discovered albeit late, that genocide had occurred. Now the genocide is a great scar in the land of Rwanda.

Hutu government emerged after independence in 1952. Prior to the independence, the Tutsi enjoyed much privilege from the colonial government because they cooperated with the Belgians in undermining the Hutu struggles for independence. Therefore, the Hutu government reasoned that Tutsi were their enemies and they fought them both politically and by use of military.

Democracy was difficult to achieve because political parties and Tutsi were defiant to the Hutu government and it perceived them as dissidents. The enmity of the Hutu and the Tutsi became feasible when the Hutu government in three decades consecutively discriminated against the Tutsi tribe leading to their exile.

“In 1990 a group of armed exiles, mainly Tutsi, who had been clustered on the Ugandan border, invaded Rwanda…next several years the rebels, known as the Rwandan Patriotic Front gained ground against Hutu government forces” (Power Para. 16). After the Rwandan civil war, the Hutu government realized that the Tutsi were a great threat to their government and their existence, hence devised ways to exterminate them.

The Hutu government also perceived the signing of the Arusha Accord that led to the formation of government of national unity as a scheme to overthrow them out of government.

The Arusha Accord was just a paper as the then United Nations assistant executive; Beardsley confessed that, “we flew to Rwanda with a Michelin road map, a copy of the Arusha agreement, and that was it … under the impression that the situation was quite straightforward; there was one cohesive government side and one cohesive rebel side” (Power Para. 21).

The Hutu extremists in the government rejected the implementation of the Arusha Accord and did not implement it to the letter. Consequently, anyone who was supporting the Arusha Accord became an enemy to the Hutu government.

The Hutu government reasoned that Tutsi, opposition leaders and foreign diplomats wanted to overthrow them from the government, thus organized systematic mass killings as a way of defending their its rule. The assassination of their president was a clear indication of a scheme to overthrow the government.

The international community did not intervene in the Rwanda genocide because of the bureaucracies in their policies. For instance, the United States foreign policy did not provide for Bill Clinton to intervene the occurrence of Rwanda genocide. George Bush in 2000 issued his statement concerning Rwanda that, “I don’t like genocide, but I would not commit our troops … genocide could happen again tomorrow and we wouldn’t respond to any differently” (Power Para. 40).

The foreign policies of the United States are full of bureaucracies and that is why it took long for them to respond but with apologies that could not help. They did not consider Rwanda genocide as a humanitarian crisis, thus, they kept quiet while 8000 lives are lost per day.

There were slow responses from the international community because the situation of Rwanda was a combination of civil war and genocide. Power argues that, “it is true that the precise nature and extent of the slaughter was obscured by the civil war, the withdrawal of U.S. diplomatic sources, some confused press reporting, and the lies of the Rwandan government” (Para. 26).

Other nations relied on the United Nations and the United States of America but they all kept quiet leaving them to rely on confusing news from the Rwandan government and the media. If the international community could have intervened, it could be justified as a humanitarian war because it could have saved many lives

The Rwandan genocide is a shocking experience to the world because it depicts how human lives can be lost in such an inhuman way. The situation of Rwanda became much worse as the international community never responded effectively to save the situation.

The international community never imagined that mass killings of that extent would occur as many thought that what was happening was just a normal civil war. Thus, ethnical politics of Rwanda and the international community are responsible for the occurrence and the extent of the genocide.

Power, Samantha. “ Bystanders to Genocide. ” The Atlantic Monthly 288. 2001. Web.

Chicago (A-D)
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IvyPanda. (2023, December 20). The History of the Genocide in the Rwandan. https://ivypanda.com/essays/the-rwandan-genocide-essay/

"The History of the Genocide in the Rwandan." IvyPanda , 20 Dec. 2023, ivypanda.com/essays/the-rwandan-genocide-essay/.

IvyPanda . (2023) 'The History of the Genocide in the Rwandan'. 20 December.

IvyPanda . 2023. "The History of the Genocide in the Rwandan." December 20, 2023. https://ivypanda.com/essays/the-rwandan-genocide-essay/.

1. IvyPanda . "The History of the Genocide in the Rwandan." December 20, 2023. https://ivypanda.com/essays/the-rwandan-genocide-essay/.

Bibliography

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The Rwandan Genocide: Hutus and Tutsi Ethnic Hatred
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Rwanda Genocide: Process and Outcomes
Rwanda Genocide: "Shake Hands with the Devil" by Dallaire Romeo
Genocide in Rwanda: Insiders and Outsiders
Comparison of Genocide in Rwanda and Nazi Germany
Romeo Dallaire as a Liberation Sociologist
In-class Reaction Paper: Rwandan Genocide
Genocide in the "Ghost of Rwanda" Documentary
The Rwandan Slaughter: Reasons and Participants
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The term “genocide” did not exist before 1944. It is a very specific term, referring to violent crimes committed against groups with the intent to destroy the existence of the group. Human rights, as laid out in the US Bill of Rights or the 1948 United Nations Universal Declaration of Human Rights, concern the rights of individuals. The phrase genocide existed in 1944. It refers to violent crimes against human beings with the intention of destroying the being of those individuals or groups. There is a concern for human rights in the US Bill of Rights and in the 1948 United Nations Universal Declaration. After the holocaust on 9 December, the UN approved the prevention and conservation and punishment of genocide as a crime as championed by Lemkin. The Conservation declares genocide a global crime, which must be punished and prevented. It is defined as acts done with the intention of destroying, in part or in whole, ethnic, religion, national, or any other group through mass killing of members, causing physical or mental harm, having measure to prevent births, or transferring children to another area of group by force. The paper will outline the similarities and differences between genocides in Cambodia and Kosovo by looking at the causes, the way people’s lives were ended, the killing fields, and the reactions from the international bodies.

Similarities

Both the Kosovo and the Cambodian genocides were horrible and involved, mass killings, rotting bodies, and strange empty graves. Many witnesses and evidence were hidden through intimidation and killings (Jones 2006).

The Khmer Rouge began their killings campaign immediately they took authority of Cambodia in 1975. The targets were all intellectuals who included religious leaders, doctors, attorneys, and military leaders. The genocide is estimated to have killed more than 1.7 million individuals during that campaign (Jones 2006). It is noted as one of the greatest tragedies involving humans in the 20 th century. The oppressive, ultra-communist Khmer Rouge rule that was led by Pol Pot, wanted to convert the country to agrarian utopia and this led to mass killing of the people in Cambodia.

In 1998 and 1999, more than 12,000 Kosovan men, children, and women were killed by the Serbian forces. Another eight hundred thousand were deported by force, while others fled in fear of being murdered (Hughes 2009). The act was referred as to ethnic cleansing, cleansing the elements or the people who were undesirable and unwanted. These people were discriminated against and were seen as unclean and unnecessary, the Albanians. There was a mass act of rape of women, torture and brutality, and sadism (Quigley 2006). The overall results were extreme dehumanization. This violence and murder lasted 78 days only after the NATO was involved and hence forced Serbia’s Slobodan Milosevic to withdraw his men from Kosovo permanently. However, thousands of Albanians kept missing and never returned home even after Slobodan in 2001, released thousands of Albanian prisoners from jails.

With reference to the US bombings, for in both instances there is a debatable case for a link to subsequent killing committed by the rule of Slobodan Milosevic and Pol Pot. In the Cambodian situation, Pol Pot’s Khmer Rouge was greeted as they rallied into Phnom Penh in 1975. Most of the people who would be its prospect victims supposed that Pot’s army would defend them from US attack. Certainly, the disreputable emptying of Cambodian cities that describes the beginning of the country’s odd social revolution was consummate peacefully (Hughes 2009). Most urban inhabitants believed that the momentary mass departure was required because of the risk of renewed harassment from the US air force.

In Kosovo, assaults on Kosovar Albanians that were modest in scale only became full-sized tribal cleansing after the North Atlantic Treaty Organization (NATO) bombing battle had begun. However, to an onlooker it seems grotesquely one-sided to examine only the slaughter of the Khmer Rouge and Serbian armed forces and mercenaries. To the sufferers, individuals whose bodies are maimed and whose houses are destroyed by napalm and cluster bombs, terms like collateral damage are little more than literalism (Simon 2007).

Differences

The Kosovan genocide was largely aimed at killing of the Albanian by the Serbian forces as directed by the Serbian leader Slobodan after the declaration that Kosovo was still and would remain part of Serbia. The violent response by the Albanians is what led to the mastermind of the genocide by the Serbian leader (Quigley 2006). In contrast, the Cambodian genocide was planned when Pol Pot and his group took power in Cambodia and was target at mass killing of all intellectuals in the country for the interest of the party. Therefore, it is clearly noted that the two events are different as Kosovan genocide was what can be termed as ethnic or national genocide as it was one nation killing the other nation, while that of Cambodia is a group genocide as it involved killing of a certain targeted group of people, the intellectuals in the country (Simon 2007).

In summary, having seen the effects of the crime of genocide in these two cases, genocide must be prevented with all measures as it leads to both mental and physical harm to the victims, and mass murder with the intention of whipping out the target group by the dominant group. It is an international crime and, therefore, must be punished as it is against human rights.

Hughes, J. (2009). Colonial genocide and reparations claims in the 21st century the socio-legal context of claims under international law by the Herero against Germany for genocide in Namibia, 1904-1908 . Westport, Conn: Praeger Security International.

Jones, A. (2006). Genocide a comprehensive introduction . London New York: Routledge.

Quigley, J. (2006). The Genocide Convention an international law analysis . Aldershot, England Burlington, VT: Ashgate Pub.

Simon, T. (2007). The laws of genocide: prescriptions for a just world . Westport, Conn: Praeger Security International.

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President Paul Kagame, in a blue suit and tie, is seated in a chair and raising his left hand to his face.

From the Horror to the Envy of Africa: Rwanda’s Leader Holds Tight Grip

Thirty years after a devastating genocide, Rwanda has made impressive gains. But ethnic divisions persist under an iron-fisted president who has ruled for just as long.

President Paul Kagame of Rwanda in 2021. The architect of the country’s stunning transformation, he achieved it with harsh methods that would normally attract international condemnation. Credit... Simon Wohlfahrt/Agence France-Presse — Getty Images

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By Declan Walsh

Published April 6, 2024 Updated April 7, 2024

Blood coursed through the streets of Rwanda’s capital, Kigali, in April 1994 as machete-wielding militiamen began a campaign of genocide that killed as many as 800,000 people, one of the great horrors of the late 20th century.

Thirty years later, Kigali is the envy of Africa. Smooth streets curl past gleaming towers that hold banks, luxury hotels and tech startups. There is a Volkswagen car plant and an mRNA vaccine facility . A 10,000-seat arena hosts Africa’s biggest basketball league and concerts by stars like Kendrick Lamar, the American rapper, who performed there in December.

Tourists fly in to visit Rwanda’s famed gorillas. Government officials from other African countries arrive for lessons in good governance. The electricity is reliable. Traffic cops do not solicit bribes. Violence is rare.

The architect of this stunning transformation, President Paul Kagame, achieved it with harsh methods that would normally attract international condemnation. Opponents are jailed, free speech is curtailed and critics often die in murky circumstances, even those living in the West. Mr. Kagame’s soldiers have been accused of massacre and plunder in the neighboring Democratic Republic of Congo.

For decades, Western leaders have looked past Mr. Kagame’s abuses. Some have expressed guilt for their failure to halt the genocide, when Hutu extremists massacred people mostly from Mr. Kagame’s Tutsi ethnic group. Rwanda’s tragic history makes it an “ immensely special case ,” Tony Blair, the former British prime minister, once said.

Mr. Kagame will commemorate the 30th anniversary of the genocide on Sunday, when he is expected to lay wreaths at mass graves, light a flame of remembrance and deliver a solemn speech that may well reinforce his message of exceptionalism. “Never again,” he often says.

But the anniversary is also a sharp reminder that Mr. Kagame, 66, has been in power for just as long. He won the last presidential election with 99 percent of votes. The outcome of the next one, scheduled for July, is in little doubt. Under Rwanda’s Constitution, he could lead for another decade.

The milepost has given new ammunition to critics who say that Mr. Kagame’s repressive tactics, previously seen as necessary — even by critics — to stabilize Rwanda after the genocide, increasingly appear to be a way for him to entrench his iron rule.

Questions are also growing about where he is leading his country. Although he claims to have effectively banished ethnicity from Rwanda, critics — including diplomats, former government officials and many other Rwandans — say he presides over a system that is shaped by unspoken ethnic cleavages that make the prospect of genuine reconciliation seem as distant as ever.

A spokeswoman for Rwanda’s government did not respond to questions for this article. The authorities declined accreditation to me to enter the country. A second Times reporter has been allowed in.

Ethnic Tutsis dominate the top echelons of Mr. Kagame’s government, while the Hutus who make up 85 percent of the population remain excluded from true power, critics say. It is a sign that ethnic division, despite surface appearances, is still very much a factor in the way Rwanda is governed.

“The Kagame regime is creating the very conditions that cause political violence in our country,” Victoire Ingabire Umuhoza, his most prominent political opponent, said by phone from Kigali. “Lack of democracy, absence of rule of law, social and political exclusion — it’s the same problems we had before.”

Ms. Ingabire, a Hutu, returned to Rwanda from exile in 2010 to run against Mr. Kagame for president. She was arrested, barred from taking part in the election and later imprisoned on charges of conspiracy and terrorism. Released in 2018, when Mr. Kagame pardoned her, Ms. Ingabire cannot travel abroad and is barred from standing in the election in July.

“I agree with those who say Rwanda needed a strongman ruler after the genocide, to bring order in our country, ” she said. “But today, after 30 years, we need strong institutions more than we need strong men.”

Mr. Kagame burst into power in July 1994, sweeping into Kigali at the head of a Tutsi-dominated rebel group, the Rwandan Patriotic Front, which ousted the Hutu extremists who orchestrated the genocide. Randy Strash, a worker with the aid agency World Vision, arrived a few weeks later to find a “ghost town.”

“No gas stations, no stores, no communications,” he recalled. “Abandoned vehicles by the side of the road, riddled with bullets. At night, the sound of gunshots and hand grenades. It was something else.”

Mr. Strash set up his tent across the street from a camp where Mr. Kagame was quartered. Hutu fighters attacked the camp several times, trying to kill Mr. Kagame, Mr. Strash said. But it was not until a decade later, at an event at the University of Washington, that he met the Rwandan leader in person.

“Very polite and reasonable in his responses,” Mr. Strash recalled. “Clear, thoughtful and thought-provoking.”

Historical documents released by Human Rights Watch this past week show how much U.S. leaders knew about the slaughter as it unfolded. Writing to President Bill Clinton on May 16, 1994, the researcher Alison Des Forges urged him “to protect these defenseless civilians from murderous militia.”

Since coming to power, Mr. Kagame has had a reputation for spending aid wisely and promoting forward-looking economic policies. Although former aides have accused him of manipulating official statistics to exaggerate progress, Rwanda’s trajectory is impressive: Average life expectancy rose to 66 years from 40 years between 1994 and 2021, the United Nations says.

One of Mr. Kagame’s first acts was to publicly erase the dangerous divisions that had fueled the genocide. He banned the terms Hutu and Tutsi from identity cards and effectively criminalized public discussion of ethnicity . “We are all Rwandan” became the national motto.

But in reality, ethnicity continued to suffuse nearly every aspect of life, reinforced by Mr. Kagame’s policies. “Everyone knows who is who,” said Joseph Sebarenzi, a Tutsi who served as the president of Rwanda’s Parliament until 2000, when he fled into exile.

A survey published last year by Filip Reyntjens, a Belgian professor and outspoken Kagame critic, found that 82 percent of 199 top government positions were held by ethnic Tutsi — and nearly 100 percent in Mr. Kagame’s office. American diplomats reached a similar conclusion in 2008, after conducting their own survey of Rwanda’s power structure.

Mr. Kagame “must begin to share authority with Hutus to a much greater degree” if his country were to surmount the divides of the genocide, the U.S. Embassy wrote in a cable that was later published by WikiLeaks.

Critics accuse Mr. Kagame of using the memory of the events of 1994 to suppress the Hutu majority.

Official commemorations mention “the genocide of the Tutsi” but play down or ignore the tens of thousands of moderate Hutus who were also killed, often trying to save their Tutsi neighbors.

A perception of selective justice rubs salt into those wounds. Mr. Kagame’s troops killed 25,000 to 45,000 people, mostly Hutu civilians, from April to August 1994, according to disputed U.N. findings . Yet fewer than 40 of his officers have been tried for those crimes, according to Human Rights Watch.

The Hutu killings are incomparable in scale or nature to the genocide. But Mr. Kagame’s lopsided approach to dealing with those events is hampering Rwandans’ ability to reconcile and move on, critics say.

“Anyone not familiar with Rwanda might think that everything is fine,” Mr. Sebarenzi said. “People work together, they go to church together, they do business together. That is good. But under the carpet, those ethnic divisions are still there.”

Although Mr. Kagame has appointed Hutus to senior positions in government since 1994, including prime minister and defense minister, those appointees have little real power, said Omar Khalfan, a former official with Rwanda’s national intelligence service who fled into exile in the United States in 2015.

Tutsi loyalists are planted in the offices of senior Hutus to keep an eye on them, said Mr. Khalfan, a Tutsi. “The regime doesn’t want to speak about ethnicity because it raises the issue of power-sharing,” he said. “And they don’t want that.”

In the West, Mr. Kagame is a firm favorite at gatherings of the global elite such as the World Economic Forum in Davos, Switzerland, where he met with President Volodymyr Zelensky of Ukraine in January. But at home, those who publicly challenge him risk arrest, torture or death.

A decade ago, Kizito Mihigo, a charismatic gospel singer, was among Rwanda’s most popular artists. A Tutsi who lost his parents in the genocide, Mr. Mihigo often sang at genocide commemorations and was said to be close to Mr. Kagame’s wife, Jeannette.

But on the 20th anniversary, Mr. Mihigo released a song that in coded lyrics called on Rwandans to show empathy for both Tutsi and Hutu victims — effectively, a call for greater reconciliation.

Mr. Kagame was furious. A presidential aide said he “didn’t like my song, and that I should ask him for forgiveness,” Mr. Mihigo recalled in 2016 . If the singer refused to comply, he added, “they said I’d be dead.”

Mr. Mihigo apologized but was convicted on treason charges and imprisoned. Released four years later, he found he was blacklisted as a singer. In 2020, he was arrested again as he tried to slip across the border to Burundi and, four days later, found dead in a police station.

The government said Mr. Mihigo had taken his life, but few believed it. “He was a very strong Christian who believed in God,” said Ms. Ingabire, the opposition politician, who came to know Mr. Mihigo in prison. “I can’t believe this is true.”

Mr. Kagame’s reach extends across the globe. Rights groups have documented dozens of cases of Rwandan exiles being intimidated, attacked or assassinated by presumed agents of the state in at least a dozen countries, including Canada , Australia and South Africa .

Mr. Khalfan, the former intelligence officer, said he was approached at home in Ohio in 2019 by a man he identified as an undercover Rwandan agent. The man tried to lure him to Dubai — a similar ruse to the one that caused Paul Rusesabagina , a Hutu hotelier whose story featured in the movie “Hotel Rwanda,” to be tricked into returning to the country in 2020.

Mr. Rusesabagina was released from prison last year , after years of U.S. pressure. The episode only underscored how little real resistance Mr. Kagame faces at home. But a more immediate worry lies across the border , in eastern Congo.

There, the United States and the United Nations have publicly accused Rwanda of sending troops and missiles in support of M23, a notorious rebel group that swept across the territory in recent months, causing widespread displacement and suffering. The M23 has long been seen as a Rwandan proxy force in Congo, where Mr. Kagame’s troops have been accused of plundering rare minerals and massacring civilians. Rwanda denies the charges.

The crisis has cooled Mr. Kagame’s relations with the United States, his largest foreign donor, American officials say. Senior Biden administration officials traveled to Rwanda , Congo and, more discreetly, Tanzania in recent months in an effort to prevent the crisis from spiraling into a regional war. In August, the United States imposed sanctions on a senior Rwandan military commander for his role in backing the M23 .

U.S. officials described tense, sometimes confrontational meetings between Mr. Kagame and senior American officials, including the U.S.A.I.D. administrator, Samantha Power, over Rwanda’s role in eastern Congo.

Mr. Kagame has often denied that Rwandan troops are in Congo, but he appeared to admit the opposite tacitly in a recent interview with Jeune Afrique magazine .

In justifying their presence, he fell back on familiar logic: that he was acting to prevent a second genocide, this time against the ethnic Tutsi population in eastern Congo.

Arafat Mugabo contributed reporting.

An earlier version of this article misstated the circumstances surrounding Victoire Ingabire Umuhoza’s presidential bid and her arrest. She was arrested before the election, not after. She did not lose the election; she was barred from taking part in it because of the arrest.

How we handle corrections

Declan Walsh covers Africa for The Times from a base in Nairobi, Kenya. He previously reported from Cairo and Islamabad, Pakistan. More about Declan Walsh

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30 years on, legacy of genocide haunts Rwandans

Juana Summers

Tinbete Ermyas

Decades after a genocide that killed nearly 1 million Rwandans, NPR visits a church that was the site of a massacre where 7,000 people were killed, and talk to one man who perpetrated crimes there.

SCOTT DETROW, HOST:

Today in Rwanda, there will be no music in bars and restaurants, no kids playing in the fields. That is by law as the country marks the 30th anniversary of a genocide that killed nearly 1 million people. My co-host Juana Summers and a team from ALL THINGS CONSIDERED has been reporting in Rwanda, and she's here now to talk about it. Hey, Juana.

JUANA SUMMERS, BYLINE: Hey there.

DETROW: What made you and the team decide to make this trip?

SUMMERS: Well, I mean, we've only been 30 years removed from this genocide where nearly 1 million people were killed. And I have to say, it's rather remarkable the idea that people who perpetuated the genocide and people who survived it can now live together. And we really wanted to see firsthand what that looked like and to understand how it could happen, and as it turns out, this is something that is both personal and political.

Reconciliation is a clear aim of the Rwandan government led by Paul Kagame, the president. His record is mixed, though. There's been a lot of progress in the country, but he's also been accused of human rights abuses and silencing political opposition. And the stories we encountered throughout this trip, they're so powerful, but they're also just so complex. And to try to better understand all of this, we drove to Gahanga Catholic Church in Rwanda's capital.

As we pull up to the church, there's a wide stretch of barren, red dirt nearby, and young children in bright blue and white uniforms are running across a school field. Seraphine Nyrangabahayo sits waiting for the priest. She hopes to get her 2-month-old twins baptized on Easter Sunday. She's already chosen holy names for them.

SERAPHINE NYRANGABAHAYO: (Non-English language spoken).

SUMMERS: Eucharie and Acharie.

We're in Gahanga to meet Patrick Hakizimana. He's 52 years old, and he grew up nearby.

PATRICK HAKIZIMANA: (Through interpreter) This is my place. I knew I - I grew up coming here.

SUMMERS: We walk into the church. Inside, there's an altar draped in white, rows of simple wooden pews. We sit in the back of the sanctuary in plastic chairs, and Hakizimana begins to tell me what happened here during the first week of the 1994 genocide as he remembers it. He was a soldier in the Rwandan army, and on April 6, he was home on leave. That day, the Rwandan president's plane was shot down over the capital. And he says soon after, every soldier was told to report to the nearest barracks.

HAKIZIMANA: (Through interpreter) Our bosses give us instruction to help to chase away cockroach.

SUMMERS: Chase away the inyenzi, the cockroaches. That's what Hutus involved in the Rwandan genocide called Tutsis. When Hakizimana went to the barracks, he was given a gun, and he was told to come here to this church. He arrived on April 10.

HAKIZIMANA: (Non-English language spoken).

SUMMERS: Hakizimana says he was told that there were rebels on the hill behind the church. And he was told, you need to kill the people gathered here before the rebels arrive. He and others fired into the crowd of people.

We were told that people came to churches like this one because they were places they thought they might be safe. But as you're saying, it turns out that was not the case. Thousands of people were killed in churches like this.

HAKIZIMANA: (Through interpreter) Since long time, if anything happened, people were coming on churches, thinking that they would be protected by the church. But it was not the case because they knew that people will come and kill them, to kill them as easily.

SUMMERS: Hakizimana says that he was one of 35 to 40 soldiers there at the church that day, plus another 300 Interahamwe. That's the militia that led the killing of Tutsis in the country. It is believed that more than 7,000 people were killed at this church. Hakizimana served more than 10 years in prison.

HAKIZIMANA: (Through interpreter) When I was in the prison, first of all, I was asking myself why I was involved in the genocide. Second, if by any chance I get out of the prison, I will never, never do the same thing.

SUMMERS: He said he was released because he admitted guilt and cooperated with the Rwandan justice system.

What is it like being here today, coming back to this place?

HAKIZIMANA: (Through interpreter) It's not easy to explain, but it's like fighting with my mind, asking myself why I'd done that. It's like fighting with my mind, and maybe people would forgive me.

SUMMERS: What is it like to talk to victims or families of victims who were killed here? What is that like for you?

HAKIZIMANA: (Through interpreter) To talk to them, for me, it's like a gift because they are supposed to revenge. But they don't revenge. They're happy to talk to me again. So for me, it's like a gift I receive from them.

SUMMERS: You said earlier that it feels like you're fighting with your mind, asking yourself the question, why have I done that all these years ago? How do you answer that question today, the question of why you killed people here?

HAKIZIMANA: (Through interpreter) I kill people because of the bad leadership. Because since I was young, they were telling us that Tutsis was bad, so I'd grown up with that kind of ideology. And when it happened, I was, like, protecting myself and my country.

SUMMERS: He says he was protecting himself and his country. As we get ready to leave, Hakizimana tells me one specific memory from the day that he and other soldiers and militia killed the Tutsis hiding inside this church.

HAKIZIMANA: (Through interpreter) What I keep in me all the time, it's when I came here with my gun, shooting on people. People were shouting, asking me, Patrick, are you coming to kill us as well?

SUMMERS: So the people here that were killed, that you killed, they weren't strangers to you.

HAKIZIMANA: (Through interpreter) They were people from around here. I know all of them. I can say that I knew, like, 50% of people here. They were calling me in my name, which means that they knows (ph) me.

DETROW: That's reporting from my co-host Juana Summers. And Juana, he's talking about how he knew the people that he killed. And years later, he's living among people who also knew the people that he killed and know that he was a part of the killing, and that's just remarkable.

SUMMERS: Yeah. It's one of the things that really stuck with me from what happened in Rwanda 30 years ago is that this violence was both brutal and intimate. We're talking about neighbors attacking neighbors, even interfamily violence. And all of these roles, whether people were victims, survivors, perpetrators, bystanders, they're all really complicated.

DETROW: We'll be hearing stories from this reporting trip all week. What's next?

SUMMERS: Tomorrow, we'll bring you a story from a woman who survived the genocide and a man who lives not far from her who perpetrated it.

DETROW: That was my co-host, Juana Summers. You can hear more reporting from her and our team in Rwanda all week on ALL THINGS CONSIDERED, as well as online at npr.org. Thank you so much.

SUMMERS: Thank you.

(SOUNDBITE OF MUSIC)

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record.

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105 Genocide Essay Topics Worth Your Attention
45 helpful sources on genocide essay topics. Daniel Goldhagen, "Hitler's Willing Executioners, Ordinary Germans and the Holocaust". David E. Stannard, "The American Holocaust: The Conquest of the New World". Stephen J. Gould, "The Mismeasure of Man". Doris Bergen, "War and Genocide: A Concise History of the Holocaust".
125 Genocide Essay Topic Ideas & Examples
To help you get started, here are 125 genocide essay topic ideas and examples that you can use as inspiration for your writing: The Holocaust: The mass murder of six million Jews by the Nazi regime during World War II. The Rwandan Genocide: The brutal killing of over 800,000 Tutsi people by the Hutu majority in Rwanda in 1994.
130 Genocide Essay Topic Ideas & Examples
Holocaust and Bosnian Genocide Comparison. The current paper aims to compare some of the most notable genocides in history, the Holocaust, and the Bosnian mass murder in terms of their aims, death tolls, tactics, and methods. We will write. a custom essay specifically for you by our professional experts. 809 writers online.
107 Genocide Essay Topics & Research Titles at StudyCorgi
The historic Rwandan Genocide, organized by Hutu hardliners, resulted in the merciless murder of approximately one million individuals after a three months rampage in 1994. Literature: "Darfur: The Ambiguous Genocide" by Gerard Prunier. The article gives a critical view of the war that has been taking place in Darfur.
150 Holocaust Essay Topics & Examples
Select one of the titles to work on. Some of the Holocaust essay topics include: Concentration camps in today's Europe. Lessons from the Holocaust: Fostering tolerance. The consequences of the Holocaust. Present and future of the Holocaust research. The causes of the Holocaust and discrimination against Jewish people.
80 Rwandan Genocide Essay Topic Ideas & Examples
The book offers a detailed description of the events that took place in the 1994 Rwandan genocide as told by the survivors of the massacre. The paper will look into the Rwandese pre genocide history, factors that led to the genocide, the execution of the genocide and impacts of the genocide.
Discussion Questions
Media Essay Oral History Photo Series Song ... these discussion questions examine how and why the Holocaust happened. They are designed to help teachers, students, and all citizens create discussion and encourage reflection about the Holocaust. ... Discussion Question What have we learned about the risk factors and warning signs of genocide?
An Overview of the Holocaust: Topics to Teach
View The Path to Nazi Genocide. This film is intended for adult viewers, but selected segments may be appropriate for younger audiences. The final 8 minutes of the film present very graphic material. There is a worksheet with an answer key to go along with the film. Many of these questions could be used as discussion questions in class.
Genocide Essays: Samples & Topics
Us Decision'S Impact On Rwanda Genocide'S Outcome. In April of 1994, The Hutu ethnic group caused a genocide against the other ethnic group, the Tutsis. Many deaths happened over an imbalance of power. Although the Tutsis were the minority, they dominated and were favored. The Hutus threw Tutsis into random countries, took...
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Interesting Topics to Write About Rwandan Genocide. The Main Factors That Influenced the Rwandan Genocide. Causes and Events of the Rwandan Genocide and African Holocaust. Hutu Tutsi Hutu Rwandan Genocide. The Rwandan Genocide Was a One Hundred Day Slaughter. Rwandan Genocide and the Lack of International Intervention.
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2 pages / 756 words. The Rwandan Genocide of 1994 was an atrocity that shocked the world. Though its origins lie in a complex history of ethnic tension between the Tutsi and Hutu peoples of Rwanda, the tragedy that unfolded in those 100 days in 1994 was marked by brutal... Genocide. 2.
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Genocide the Second Most Studied Instance of. PAGES 8 WORDS 2562. Genocide. The second most studied instance of genocide is the methodical killing of the Armenian population that lived in the Ottoman Empire during and following the First World War. However, there were also other ethnic groups that were targeted by the Ottoman Empire during the ...
UNIT 12
In asking these questions about four genocides of the 20th century, the purpose of this unit is to encourage critical thinking in students to explore the concept of genocide and analyze some of the common themes seen across multiple genocides. This unit challenges students to find value and meaningful lessons in the study of genocide and how ...
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Use this guide to find UNO library resources and other helpful research tools.
Genocide
genocide, the deliberate and systematic destruction of a group of people because of their ethnicity, nationality, religion, or race.The term, derived from the Greek genos ("race," "tribe," or "nation") and the Latin cide ("killing"), was coined by Raphael Lemkin, a Polish-born jurist who served as an adviser to the U.S. Department of War during World War II.
Rwanda genocide of 1994
Rwanda genocide of 1994, planned campaign of mass murder in Rwanda that occurred over the course of some 100 days in April-July 1994. The genocide was conceived by extremist elements of Rwanda's majority Hutu population who planned to kill the minority Tutsi population and anyone who opposed those genocidal intentions. It is estimated that some 200,000 Hutu, spurred on by propaganda from ...
Genocide Essay
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On 7 April, it will be 30 years since the start of the 1994 genocide against the Tutsi in Rwanda. To commemorate this anniversary, Amb. Ernest Rwamucyo, the Permanent Representative of Rwanda to ...
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The phrase genocide existed in 1944. It refers to violent crimes against human beings with the intention of destroying the being of those individuals or groups. There is a concern for human rights in the US Bill of Rights and in the 1948 United Nations Universal Declaration. After the holocaust on 9 December, the UN approved the prevention and ...
Opinion
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