HS1014: The Rwanda Genocide of 1994

Module code: HS1014

Module provider: History; School of Humanities

Credits: 20

Level: 4

When you’ll be taught: Semester 2

Module convenor: Dr Heike Schmidt , email: h.i.schmidt@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 3 April 2025

Overview

Module aims and purpose

This module explores the Rwanda Genocide of 1994 and serves both to learn about the history of this East African country and simultaneously to raise broader questions of why there have been genocides since the ‘never again’ of the Shoah/Holocaust and the possibility of justice and reconciliation after genocide.

The aims of the module are to:

• Introduce students to the definition and historical problem of genocide;
• Introduce students to the causes, course, and legacy of the Rwanda Genocide of 1994;
• Introduce students to major themes in African History such as the creation of tribes, the impact of colonialism, the challenges of the postcolonial state, and post-conflict resolution;
• Encourage students to reflect critically on the responsibilities of the global north towards the global south.

The purpose of the module is to equip students with an understanding of key debates in Modern African History and to develop their skills and ability to analyse ideas in historical context in subsequent modules.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. understand how ideas and events are shaped by their historical contexts;
2. be aware of differing historiographical interpretations;
3. organise material and articulate arguments effectively in writing; and
4. demonstrate familiarity with bibliographical conventions and mastery of library skills.

Module content

In 1994, during the course of one hundred days, about 800,000 Rwandans were killed by their neighbours, government militia, and soldiers. The génocidaire, those who carried out the genocide, targeted everybody identified as ethnic Tutsi and also ethnic Hutu who opposed the genocide or were considered political opponents. The killing rate of the Rwanda genocide was higher than even that of the Holocaust. How was it possible for a ruling clique to mobilize the majority of a nation’s population to strike out in this manner against family and members of their community? How can one explain that members of the clergy, mayors, and teachers participated in organising the genocide? What was the role of colonial rule? How has Rwanda approached post-conflict resolution and succeeded in retaining peace within its borders since 1994?

Structure

Teaching and learning methods

Teaching is by eleven weekly two-hour seminars, supplemented by online activities as directed and independent study.

Fortnightly workshop sessions will give practical advice on working towards the assessment and practice time for skills related to the module.

Study hours

At least 27 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Staff will devise formative assessment appropriate to the module content.

Reassessment

Additional costs