Length: 2,500-3,000 words (excluding footnotes and bibliography)
Style: Times New Roman, 12pt font or equivalent, double spaced
Grade: 30% of the final mark
Bibliography: Minimum 7 sources (at least 2 must be full academic monographs; other sources may include articles, book chapters, primary sources etc. The final source count will exclude required course readings, though they can be consulted, but may include recommended readings from the syllabus)
Late Penalty: 5% Per Day. You will need to make alternative submission arrangements directly with the professor if submitting after 3 April.
Be sure to include a title, your name, your student number, page numbers, any appendices, a bibliography and the total word out of the paper (excluding footnotes and bibliography).
Rubric: HIS323 Final Paper Rubric.docxDownload HIS323 Final Paper Rubric.docx
This research paper represents the cumulative product of the work and research you have conducted on your chosen primary source base. The final outcome should be a paper that demonstrates the development and depth of your research, incorporating the various themes and issues explored in class. The paper should be well written, structured around proving a central thesis, and have a properly formatted bibliography of at least seven (7) sources, both primary and secondary. This paper should make specific use of primary source materials, demonstrate a high level of engagement with the historiographical and theoretical literature in the field, and result in an original research paper of high quality.
The final product should reflect the depth of your research, evidence your engagement with course material throughout the term, and demonstrate a sharp analytical focus. Your mark will be comprised of your implementation of feedback from the proposal stage, your crafting and articulation of a strong thesis statement, your use of evidence (including the selection of strong sources), rigorous and thoughtful analysis, and your general quality of writing (including paragraph structure, use of topic sentences, proper citation practice, etc.).
This assignment should be written in full academic prose and be properly footnoted. Please use The Chicago Manual of Style notes and bibliography. All of the Chicago Manual of Style is online, via the University of Wisconsin’s writing center page at: https://writing.wisc.edu/handbook/documentation/docchicago/notes-bibliography/
Primary Sources to Use:
- https://youtu.be/vyzt6ZuYPU4?si=30InsL7oJSqgWvCf
- https://genocidearchiverwanda.org.rw/index.php/index.php/Kmc00018-sub1-eng-glifos (use the translation to help)
- these sources are from elders and often times the elders when asked about the genocide they start talking about the 1950s violence, so it is interesting that this is not seen as the start of the genocide but often is a starting point to talk about it
Sources:
– Narrating Genocide source
o No respondent said that he or shecould not remember the origins of the violence, which was characteristic of themajority of Buckley-Zistel’s (2006) respondents. Similarly, while Longman andRutagengwa (2004) found that participants rarely volunteered historical explana-tions and instead often blamed the genocide on immediate causes, (Narrating genocide, brehm/fox, pg 126)
o A survivor explained, “To understand thecauses of the 1994 genocide, you have also to understand the causes of the mas-sacres of 1959…. In 1959, for the first time, Hutus killed Tutsis”
Notes/Feedback from prof:
– Please don’t forget that the genocide is officially referred to as “The 1994 Genocide Against the Tutsi in Rwanda” in Rwanda today. That must be part of your discussion.
– I would instead organize your paper by thematic and look at both sources together throughout your paper. More details here would have been helpful.
General Outline to Guide Essay:
I. Introduction
A. Brief overview of the Rwandan genocide and the controversy surrounding the use of the term “genocide”
B. Thesis statement: The labeling of violence as “genocide” in Rwanda had multifaceted impacts on Rwandans, shaping both domestic and international responses, and reflecting the politically charged nature of genocide recognition.
II. Historical Context: Setting the Stage
A. Brief history of Rwanda leading up to the 1994 genocide, including ethnic tensions and political dynamics
B. Discussion of the first rounds of violence in the 1950s and the escalation of tensions over time
C. Introduction of the term “genocide” and its legal and moral significance
III. Pre-1994: Years of Violence
A. Examination of the violence and human rights abuses preceding the 1994 genocide
B. Analysis of differing perspectives on the start of the genocide, with survivor testimonies emphasizing early signs of mass violence
C. Exploration of the international community’s response to the violence before the use of the term “genocide”
IV. 1994: The Rwandan Genocide Unfolds
A. Overview of the events of 1994 and the scale of atrocities committed during the genocide
B. Introduction of the term “genocide” to describe the violence, including debates over its classification and implications
C. Impact of labeling the violence as “genocide” on Rwandan perceptions and international responses
V. Post-Genocide: Impacts and Reflections
A. Analysis of the immediate aftermath of the genocide and efforts to rebuild Rwandan society
B. Examination of survivor testimonies and their reflections on the use of the term “genocide” in understanding and addressing the violence
C. Exploration of the long-term impacts of the genocide and the ongoing challenges of reconciliation and justice in Rwanda
VI. Political Dynamics: Actors and Motivations
A. Identification of the driving forces behind using the term “genocide” and shaping international discourse
B. Analysis of the role of political leaders, human rights organizations, and the media in advocating for genocide recognition
C. Discussion of geopolitical considerations and moral imperatives influencing the use of the term
VII. Conclusion: Reflections and Implications
A. Summary of key findings regarding the impact of labeling violence as “genocide” in Rwanda
B. Reflections on the complexities of defining and understanding genocide in the context of Rwanda’s history
C. Implications for justice, reconciliation, and historical memory in Rwanda and beyond
