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Excerpts by permission of Publisher
REFLECT AND REMEMBER: “NO GREATER LOVE” STUDY GUIDE
(Discussion Questions and Activities for Classrooms, Families, and Book Clubs)
OBJECTIVES
Identify the historical and socio-political factors that contributed to the Rwandan Genocide, including colonial influence, ethnic identity formation, and religious and political manipulation.
Summarize the transformation of Hutu-Tutsi relations from peaceful coexistence to ethnic conflict.
Analyze how colonial policies and identity politics exacerbated ethnic divisions.
Examine how propaganda and historical grievances were used to justify violence.
Examine instances where Jehovah's Witnesses, regardless of ethnic background, demonstrated solidarity during the genocide and the potential for inter-ethnic cooperation in times of crisis.
Differentiate between the various responses of individuals during the genocide: perpetrators, accomplices, bystanders, resisters, and rescuers.
Evaluate the moral choices faced by individuals during the genocide and the implications of those choices for individuals and the community.
Evaluate the risks and consequences of choosing to stand up against wrongdoing rather than remaining a bystander.
Reflect on personal and societal responsibilities in responding to injustice, asking: What kind of person am I, and how far will my love reach?
Propose actions that individuals or societies can take to prevent future genocides and promote peacebuilding.
Connect the Rwandan experience to other historical or contemporary cases of ethnic violence or genocide, encouraging global awareness and solidarity.
RATIONALE
The purpose of this ….
TIME EXPECTATIONS
This lesson will take most ….
LESSON
Hand out the "Pre" version of the Anticipation Guide Worksheet. The Worksheet has a list of nine very broad statements. Students should mark where they see themselves on the Likert-scale for each statement. After rating the statements, students will spend 30 minutes writing about a single statement from the Worksheet that they have marked either “strongly agree” or “strongly disagree.” They will explain what they think and why. It may be a good idea to collect these forms and writings to hand them out again at the end of the unit.
At the end of this unit, it is a good idea to repeat this activity. Hand out the "Post" version of the Anticipation Guide Worksheet. After filling out the "Post" version return the "Pre" version so that students can review their previous answers and compare them.
Where did their view change, even a little? This time, have them write about this. What changed and why? If nothing changed, which is rarely the case, ask them, “What view was most reinforced and why?” Have them write about that.
For this activity, participation points are best. Since students will be free writing, tell them not to edit too carefully, just get their ideas on the paper. The point of this activity is to express their thoughts without having to overly concern themselves with conventions and formats.