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REFLECT AND REMEMBER: “NO GREATER LOVE” STUDY GUIDE
(Discussion Questions and Activities for Classrooms, Families, and Book Clubs)
OBJECTIVES
Explain how historical, political, religious, and colonial forces shaped Hutu–Tutsi relations by contributing to rising ethnic tension.
Explore how propaganda and long-standing grievances justified discrimination and violence by shaping public perception and reinforcing divisions.
Identify the various roles individuals assumed during the genocide while considering how these roles—perpetrator, accomplice, bystander, resister, or rescuer—affected the course of events.
Examine the choices individuals faced during the genocide as well as the ways faith, conscience, and moral courage influenced their actions.
Reflect on the warning signs of genocide in global contexts while examining personal and societal responsibilities for preventing violence and promoting peace.
RATIONALE
This unit is designed to help students develop a deep, critical understanding of the historical, socio-political, and moral complexities surrounding the Rwandan Genocide. By examining the factors that contributed to the escalation of tensions between Hutu and Tutsi communities, students will explore the processes through which peaceful coexistence can deteriorate into violent conflict. Through analysis of propaganda, historical grievances, and the ways identity politics deepened divisions, learners will recognize how systemic forces can shape individual and collective behavior.
The unit also highlights examples of those who demonstrated moral courage by choosing to act in order to protect and save the lives of others. Students will examine the varied responses of individuals during the genocide in order to better understand the moral and ethical choices people face under extreme circumstances.
By evaluating the risks and consequences of standing up against injustice, students will be encouraged to reflect on their own values, responsibilities, and capacity for compassion. This reflection will be paired with an exploration of realistic actions individuals and societies can take to prevent future genocides, promote peacebuilding, and strengthen global solidarity.
Finally, by connecting the Rwandan experience to other instances of ethnic violence or genocide around the world, the unit promotes broader awareness of contemporary human rights challenges and empowers students to think critically about injustice wherever it occurs.
TIME EXPECTATIONS
This unit is designed to be taught over a minimum of 16 instructional sessions, with each session lasting approximately 60 minutes. Educators should plan for flexibility within this structure to accommodate class discussion, reflective activities, assessments, and any necessary extensions based on student needs. Additional time may be required for reading, project-based learning, or deeper exploration of sensitive topics related to genocide studies and ethical decision-making.
LESSON
For this unit, participation points work best. Encourage students to share their thoughts and perspectives openly. The purpose of these discussions is to highlight that many situations are multi-faceted, making it difficult to determine the most appropriate course of action.