High School Project on Genocide Was a Portent of Real-Life Events
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In 1993, when Travis Hofmann was a freshman of 15, he had traveled little beyond the sand hills that surrounded his hometown, Alliance, Neb. He was the son of a railroad engineer, a trumpeter in the high school band, with a part-time job changing the marquee and running the projector at the local movie theater.
In Travis’s class in global geography at Alliance High School, however, the teacher introduced the outside world with the word and concept of genocide. The teacher, Tim Walz, was determined that even in this isolated place, perhaps especially in this isolated place, this county seat of 9,000 that was hours away from any city in any direction, the students should learn how and why a society can descend into mass murder.
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“The Holocaust is taught too often purely as a historical event, an anomaly, a moment in time,” Mr. Walz said in a recent interview, recalling his approach. “Students understood what had happened and that it was terrible and that the people who did this were monsters.
“The problem is,” he continued, “that relieves us of responsibility. Obviously, the mastermind was sociopathic, but on the scale for it to happen, there had to be a lot of people in the country who chose to go down that path. You have to make the intellectual leap to figure out the reasons why.”
So Mr. Walz took his students — Brandon Bell, the wrestler; Beth Taylor, the cheerleader; Lanae Merwin, the quiet girl always reading some book about Queen Elizabeth; and all the other children of mechanics, secretaries and a town dentist — and assigned them to study the conditions associated with mass murder. What factors, he asked them to determine, had been present when Germans slaughtered Jews, Turks murdered Armenians, the Khmer Rouge ravaged their Cambodian countrymen?
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For nine weeks through the winter and early spring that school year, through the howling blizzards and the planting of the first alfalfa on the plains, the class pored over data about economics, natural resources and ethnic composition. They read about civil war, colonialism and totalitarian ideology. They worked with reference books and scholarly reports, long before conducting research took place instantly online.
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When the students finished with the past, Mr. Walz gave a final exam of sorts. He listed about a dozen current nations — Yugoslavia, Congo, some former Soviet republics among them — and asked the class as a whole to decide which was at the greatest risk of sliding into genocide.
Their answer was: Rwanda. The evidence was the ethnic divide between Hutus and Tutsis, the favoritism toward Tutsis shown by the Belgian colonial regime, and the previous outbreaks of tribal violence. Mr. Walz awarded high marks.
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THE next April, in 1994, Mr. Walz heard news reports of a plane carrying the Rwandan president, Juvenal Habyarimana, being shot down. He told himself at the time, “This is not going to end up good.”
It did not.
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“You have to understand what caused genocide to happen,” Mr. Walz said, with those grim anniversaries in mind. “Or it will happen again.”