Outline Presentation ( North Korea )

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Put name here in header (Put title here) Genocide in Rwanda

I. Introduction

A. (Attention Getter/Hypothetical Illustration) Capture the attention of the audience. Not just mildly interesting, but a real “grabber.” May be a story, statistic, question, quotation or other creative idea. This may be more than one sentence.

What if I told you that in San Diego County, over the next one hundred days, about 800,000 people would be brutally slaughtered with machetes for no other reason than their ethnicity? Would you not expect some one to step in and put a stop to it? The police? The National Guard? The United Nations? Somebody, right? How would you feel if nobody stepped in to stop the senseless bloodshed? Well, this is exactly what happened in Rwanda in 1994.

B. (Reason to Listen) The tragedy that happened in Rwanda could happen again in another time, another place, and it actually has; it continues to happen in other parts of the world. It is important to be aware of our past mistakes so that we as a world community do not continually let them keep repeating in our future. Why should the audience listen to your speech? Will you teach them? Make their lives better? Give them something to think about? Maximum of two sentences.

C. (Speaker Credibility) Why are you a credible source on this subject? Probably one sentence, at least until you get your PhD. I found the movie Hotel Rwanda very interesting and decided to research this topic further.

D. (Thesis) The genocide in Rwanda in 1994 was a terrible tragedy that was ignored by the United Nations and the rest of the world.In one complete sentence, what is the main idea of your speech? What is it about? Same as Central Idea above.

E. (Preview) [no text here]

One complete sentence stating first main point.

. One complete sentence stating first main point.

1. First, I will talk briefly about what genocide actually is.

2. Second, I will tell you a little about the political history of Rwanda and what led to the class separation between the Tutsi and Hutu.

3. One complete sentence stating second main point.

Then I will talk about the 1994 genocide that took place in Rwanda and how it

was ignored by the outside worldOne complete sentence stating third main point.

II. Body With the exception of direct quotations, each point in body must be one complete sentence. Do not forget to label your evidence.

A. (1st Main point) The term "genocide" did not exist before 1944.

1. Genocide is a very specific term, referring to violent crimes committed against groups with the intent to destroy the existence of the group (Merriam-Webster Online, 2005).

2. The 1948 United Nations Universal Declaration of Human Rights, concern the rights of individuals, and some of these rights include the following.

a. Genocide means any of the following acts committed with intent to

destroy, in whole or in part, a national, ethnical, racial or religious group. i. Killing members of the group, or causing serious bodily or mental

harm to members of the group, as well as deliberately inflicting on

the group conditions of life calculated to bring about its physical

destruction in whole or in part (U.S Holocaust Museum, 2010).

(Transition): Now that you know what genocide is, let’s take a historical background look at what led to the slaughter.

B. (2nd main point) Rwanda has a history of class separation dating back to the early 1900’s.[enter text here w/out brackets]

1. The population was predominately made up of Tutsi and Hutu. [Support for A]

a. The King and the chiefs that ruled under him were predominately Tutsi; [Support for A,1]

the King lived off the hard work of the population and the relationship

between the two was unequal and parasitic (Frontline, 2005). [Support for A,1]

2. In 1916, the Belgian colonists arrive and saw the two largest groups, Hutu and Tutsi, as distinct entities (BBC News, 2004).[Support for A]

a. (Statistic) The Belgians favored the minority Tutsi, who made up 14% of the population over the Hutu, who made up 85% of the population (Frontline, 2005).

ii. The Hutu had dramatically fewer opportunities to attend school and achieve post-primary education than Tutsi; they were excluded almost entirely from high-level administrative positions (Newbury, 1998). [Support for A,3]

(Transition) Now that I have told you about the political history of Rwanda and what led to the ethnic class separation[Show how these two points connect to each other in one sentence.]

, I will now tell you about the 1994 genocide and how it was ignored by the outside world.

C. (3rd main point) In 1994 the political atmosphere was ripe for an upheaval, and after Rwandan President Habyarimana’s plane was shot down, that atmosphere is what led to the one hundred day genocide.[enter text here w/out brackets]In 1994 the political atmosphere was ripe for upheaval, and that atmosphere is what led to the 100 day genoicelkj

1. (Extended Example) Within hours of the attack on President Habyarimana’s

plane, a campaign of violence spread from the capital throughout the country.

Radio broadcasts could be heard appealing to the Hutus to destroy as many

Tutsis as possible. "What are you waiting for? The tombs are empty. Take up

your machetes and hack your enemies to pieces," Giorgio Ruggiu, an Italian-

Belgian broadcaster was reported as having said at the time (Radio Nederland

Wereldomroep, 2005). [Support for B,1] [Support for B,1]

2. (Statistic) Beginning April 6th and spreading over the next one hundred days

an estimated 800,000 Rwandans were brutally murdered (BBC News, 2005).[Support for B]

a. Soldiers and police officers encouraged ordinary citizens to take part as terrified Tutsis tried to hide, but to no avail (BBC News, 2005).

3. All throughout this one hundred day period of genocide, there was little

intervention from the outside world.

a. (Expert Testimony) Philippe Gaillard, who headed the International Committee on the Red Cross mission that remained in Rwanda throughout the genocide said that “From the very beginning of the genocide the U.N. was logistically and politically a phantom. They didn’t make any difference because they decided not to do anything…”(Frontline, 2003).[Support for C,1] [Support for C,1]

III. Conclusion

A. (Restate Thesis) In Rwanda in 1994, the United Nations ignored the killing of hundreds of thousands of innocent people.

B. (Summarize main points) [no text here]

1. First, we learned what genocide is.

2. Then I spoke to you about the political history of Rwanda, and how the class separation between the Tutsi and the Hutu began. [Restate first main point in slightly different words than before.]

3. Then I spoke to you about the 1994 genocide that took place, and the lack of

action the United Nations took.

C. (Tie Back to Attention Getter) What if Air Force One was shot? Would you turn a blind eye while many innocent people including children are being slaughtered in your own country?

D. (Reason to Remember/Expert Testimony.) (Tie Back to Attention Getter) (Tie Back to Attention Getter)(Tie Back to Attention Getter) I will leave you with this quote from Philippe Gaillard. “I had to speak, to be outspoken, in such a context. When you’re seeing it every day in the streets, in your hospital, on the roads…In such circumstances, if you don’t at least speak out clearly, you are participating in the genocide…”

Remind the audience what it is in this speech that should stay with them. Why should they think about this again?

E. (Reason to Remember/Expert Testimony.) (Tie Back to Attention Getter) (Tie Back to Attention Getter)(Tie Back to Attention Getter) I will leave you with this quote from Philippe Gaillard. “I had to speak, to be outspoken, in such a context. When you’re seeing it every day in the streets, in your hospital, on the roads…In such circumstances, if you don’t at least speak out clearly, you are participating in the genocide…”

References

Frontline. (2003). Ghosts of Rwanda, Interview General Romeo Dallaire. Retrieved April 14, 2005, from http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/interviews/

Frontline. (2004).Ghosts of Rwanda, Timeline. Retrieved April 14, 2005, from http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/etc/cron.html

Newbury, C. (1998, Jan-March). Ethnicity and the politics of history in Rwanda. Africa Today, 45, 7,18.

Press, Robert M. (1999). The New Africa: Dispatches from a changing continent. (pp. 252-253) Florida: Gainesville University Press.

Radio Nederland Wereldomreop. (2005). Hate Radio: Rwanda. Retrieved April 14, 2005, from http://www2.rnw.nl/rnw/en/features/media/dossiers/rwanda-h.html .

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4. Preview your document in “Page Layout” (or print it out) and check for general appearance, page numbering, and the like.

5. Check the COMM103 course schedule for instructions on due date and content information.

*Make sure you label your evidence. It will not be counted unless it is labeled.

*For example: Put (Definition/Description), (Testimony/Quotation), (Example), (Story), (Fact), and (Statistic) immediately before entering support material into your outline, . Cite all your sources at the end of the reference. Follow APA in-text citation guidelines.

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If you need more of the i., ii., iii. sub-points, select the entire line of one of the previous ones I’ve created and copy it. Then paste it where you need it. Here is one you can copy:

i. [Support for A,1,a]

This sub point would go below a., b., or c.

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[Your Name]

[Date]

[Instructor’s Name]

[Support for C]

[Support for C,3]

[enter text here w/out brackets]

[Support for C]

F. 3

Conclude what you started at the opening or remind audience about the attention-getter and add something to it. This should include a strong closing line.

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Before you print your outline, we recommend the following, if time permits.

6. Check your report for completeness against the criteria that your fellow contractors will use to evaluate your report for QED.

7. Run the spelling/grammar checker. Keep in mind that the instructor is expecting a crisp, business-style outline, not an academic treatise. Try to avoid excessive use of the passive voice or unnecessary jargon.

8. Check the APA format for your references on the Web at http://www.gasou.edu/psychweb/tipsheet/apacrib.htm

9. Preview your document in “Page Layout” (or print it out) and check for general appearance, page numbering, and the like.

10. Check the COMM103 course schedule for instructions on due date and content information.

*Make sure you label your evidence. It will not be counted unless it is labeled.

Formatting Tips (use these in order to preserve the outline format):

Holding CTRL and Pressing TAB will move a single line right one tab-stop.

Holding SHIFT and Pressing TAB will move a single line left one tab-stop.

Holding SHIFT and Pressing Enter/Return will move text down one line w/out messing up formatting.

If you need more of the i., ii., iii. sub-points, select the entire line of one of the previous ones I’ve created and copy it. Then paste it where you need it. Here is one you can copy:

i. [Support for A,1,a]

This sub point would go below a., b., or c.

Do not delete text in parentheses ( ) and italics. It is part of your outline to be turned in.

Delete and replace text in brackets [ ] with your own information without brackets.

[Your Name]

[Date]

[Instructor’s Name]

[Support for C]

[Support for C,3]

(Reason to Remember) I will leave you with this quote from Philippe Gaillard. “I had to speak, to be outspoken, in such a context. When you’re seeing it every day in [Restate second main point in slightly different words than before.]

[Restate third main point in slightly different words than before.]

[Support for C,1] [Support for C,1]

G. (Reason to Remember) Soon you will become aware of the events that happened in Rwanda in 1994 so we can learn from the mistakes that were made.Soon you will become aware of the events in Rwanda in 1994 so we can learn from the mistakes that were made.

*Make sure you label your evidence. It will not be counted unless it is labeled.

Formatting Tips (use these in order to preserve the outline format):

Holding CTRL and Pressing TAB will move a single line right one tab-stop.

Holding SHIFT and Pressing TAB will move a single line left one tab-stop.

Holding SHIFT and Pressing Enter/Return will move text down one line w/out messing up formatting.

If you need more of the i., ii., iii. sub-points, select the entire line of one of the previous ones I’ve created and copy it. Then paste it where you need it. Here is one you can copy:

i. [Support for A,1,a]

This sub point would go below a., b., or c.

Do not delete text in parentheses ( ) and italics. It is part of your outline to be turned in.

Delete and replace text in brackets [ ] with your own information without brackets.

[Your Name]

[Date]

[Instructor’s Name]

[Support for C]

[Support for C,3]

[enter text here w/out brackets]

[Support for C]