DEFYING GENOCIDE
1. What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values?
2. What values did the children of the orphanage demonstrate?
3. As events unfolded, what were Damas Gisimba's concerns?
4.What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?"
Think back to the incidents that took place during the Rwandan genocide:
1. What role did the international community play during the genocide?
2. Does the international community have the responsibility of assisting countries threatened by genocide?
3. How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
Think about challenges you face in your everday life:
1. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
2. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
At the end of the film, Damas Gisimba stated that hatred must be "banished" to make the world a peaceful place. Reflect on that and answer the following:
1. What is "hatred?" When is it dangerous?
2. What are examples of different forms of hatred in the global community?
3. Can hatred be banished?
4. What would it take to banish hatred?
5. Whose responsibility is it to work to end hatred or to respond when hatred provokes violence?
1. What is "hatred?" When is it dangerous?
2. What are examples of different forms of hatred in the global community?
3. Can hatred be banished?
4. What would it take to banish hatred?
5. Whose responsibility is it to work to end hatred or to respond when hatred provokes violence?
set 2
ResponderEliminar1. What role did the international community play during the genocide?
like persons that can help.
2. Does the international community have the responsibility of assisting countries threatened by genocide?
no they don't have the responsability , they help because i think no one likes the idea of genocide is something dumb, and many people wants to help inocent people stay with their lives because they have he right they deserve to live.
3. How can students get involved and make their voices heard against genocide?
propossing to many people act or apport ideas about genocide and trying to find the solution making people enter in reason and say no to genocide.
set 3
1. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
No
2. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
you don't have the responsability but i think that all of us will give help to someone that needs maybe exept persons without heart and feelings wouldn't help a person that need it, when you help you have the risk of be attacked to or affected, and when you don't help i think you don't suffer any risk in that moment but maybe later when you need help no one would care about that.
I agree with Karen in that genocide is domething dumb, because killing just a bunch of people for some ideals is not worth it nor correct..
ResponderEliminarPeople's lives are worth too much, and can't be judged by a discussion of politics, or whatever other topic people argue.
Set 1
ResponderEliminar2.- They showed braveness and courage, although they knew they were facing bad people, they stood united until the end.
Set2
1.- Help and protect the people affected by the genocide.
2.- I think that yes, because they are international and their work is to help the nations affected by wars, natural disasters, etc.
3.- Using podcasts and e-newsleter on internet, and also discussing the topics and start in their own community to stop this kind of event.
Set 3
1.- No.
2.- Well, not necesarily but they can. The risk is depending the situation they are in at the time of involving into it. When they don0t get involved, they are seen like "useless" or cowards.
Set 4
1.- Is to HATE someone or something. It is dangerous when you are hurting someone beacuse of your hate to it, or whan you are the victim of hate.
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ResponderEliminarSET 1
ResponderEliminar1. What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values?
They risked their safety; in some cases their freedom; their lives and also their families.
SET 2
Think back to the incidents that took place during the Rwandan genocide:
1. What role did the international community play during the genocide?
Support the affected people, help them.
2. Does the international community have the responsibility of assisting countries threatened by genocide?
They don’t but I think that it is great that they help, and people likes to help because we are here for each other and if we are able we should contribute.
3. How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
Students can help with their opinion, with their voices, making the fight against genocide bigger.
SET 3
Think about challenges you face in your everyday life:
1. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened? On Sunday I went to blockbuster, a man in a beetle was leaving when his car suddenly stopped, I saw a guy that came back to help him. Not everyone takes the time to help others.
Well actually I remember that a few years ago a man was driving by the street and suddenly a door opened and his portfolio fell, there were papers all over the street and I helped him pick them up.
2. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved? I don’t think they have the responsibility, but you never know when you will need a hand, so it would be good if we helped those who need us. Well I don’t think they risk something, it depends in the situation, perhaps their safety when they are helping.
SET 4
2. What are examples of different forms of hatred in the global community?
The holocaust, different types of racism.
set 1
ResponderEliminar4.What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?"
that everytime you see what that people are suffering imagine you in that place.. what would you do?, you would like to someone help you as this persons help in the rawnald genocide or would you like to anyone see at you and be kill as all that hundreds and millions of persons that were kill becuase of any reason.
set 4
3. Can hatred be banished?
this type of hatred are dumb ideals that persons without knowledges or reason feelings or heart at all hate others because of nothing or dumb things like color skin different race etc, and maybe teaching or talking with this people and making them enter in reason it could be banished, but is difficult because this type of hatred are ideals that crazy people have, that are for me crazy and dumb persons.
set 1
ResponderEliminar3. As events unfolded, what were Damas Gisimba's concerns?
set 2
What role did the international community play during the genocide?
They offered support and help.
2. Does the international community have the responsibility of assisting countries threatened by genocide?
They are not responsable but they like to help. Infact, we should all help because why would someone decide for your life?
3. How can students get involved and make their voices heard against genocide?
By getting involved in groups.
set 3
1. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
Not really
2. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
They don't have the responsability but they want o help and that's fine. I mean, perhaps we do have the responsability morally speaking because we are all the same and we nned to protect each other.
set4
5. Whose responsibility is it to work to end hatred or to respond when hatred provokes violence? ours.
Set 2
ResponderEliminar1. They help people to refuge in safe places, and they helped them with water and food.
2. They choose to be responsible of helping them, but its not like their obligation to do it.
3. Giving our opinion about it, having more participation on movements against it.
Set 3
1. Yes, we once witnessed a crash and the people behind us went down the car to help the wounded go out from the car.
2. Well, spiritually speaking, I could say that it is pur responsibility to help others when they need us. When we get involved in a problem that isn't ours, we risk our safetiness because he don't know how people may react. By not getting involved, we don't risk much but our regrets and maybe being judged for not helping.
I agree with all of my classmates about question 2 in the second set, except for Alfredo. It is not responsibility of them as individuals, but as members of the community, and they are volunteering to be part of it.
ResponderEliminarSet 2
ResponderEliminar1.What role did the international community play during the genocide?
Before all begin people thought that the international community was going to help, but when everything started UN left them alone.
2.Does the international community have the responsibility of assisting countries threatened by genocide?
Yes, because the international community is a group that imply the obligations between countries, it is supossed that they punish the fault of respect to the humans rights, so in this case it was their obligation.
3.How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
Students need to know about this theme and perhaps make some activities, campaigns to promove, ads to comunicate, while more people better because we all need to unite against genocide.
Set 3
1.Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
Well, one day on an accident in the road from here to tucson, a woman was really bad and a person that didn't even know her, call to an ambulance and help her to stay calm.
2.When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
Sometimes, when bystanders intervene maybe they make something wrong like moving a person when he had an accident (because, actually thats wrong) and when they do not get involved they have the risk of feeling guilty because by not getting involved, the incidence had worse consequences.
Set 4
4.What would it take to banish hatred?
First, the authority, whether in the religious way, it have to imply the value of forgiveness, empathy, and the quality of knowing how to be in peace, to banish completely hatred.
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ResponderEliminarI don't agree with erika's answer at set 2 question 2, because i think the international community, have the responsability of assisting the threatened by Genocide.
ResponderEliminarI agree with all in the fact that bystanders doesn't have the responsability to offer assistance, although they can if they want to.
ResponderEliminarI think hatred can't be banished, because every day a new madman arrives or is discovered, and tat will never stop, so hating will continue, because people think different, and some act acoording to how they think..
Im agree with karen in set 2 question 3, because i think that we as students need to try to find the solution making people get in reason, about genocide.
ResponderEliminar