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ghosts of rwanda

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Pre-Viewing Lesson Plan
  • Learning about Rwanda
  • Student Worksheet #1
  • Student Worksheet #2
  • Lesson Extension: Genocide in World War II and its Aftermath
  • Student Worksheet #3

  • Viewing Lesson Plan
  • Student Viewing Guide
  • Student Worksheet #4

  • Post-Viewing Lesson Plan
  • The Big Picture
  • Lesson Extension: The Aftermath of Genocide
  • Lesson Extension: Reconciliation and Reparations in Rwanda

  • Further Resources

    Printable .pdf of Entire Guide
    (Adobe Acrobat required)

    » Lesson Extension:

    The Aftermath of Genocide

    » Lesson Objectives:

    In this lesson, students will

    • Read and assess the words of the two American writers, Phillip Gourevitch and Samantha Power, whose work was instrumental in bringing the Rwandan genocide to American consciousness
    • Think about what happens after genocide

    » Materials Needed:

    • Computer with Internet access

    » Time Needed:

    30-45 minutes to read the article (can be done for homework); plus 30-45 minutes to discuss

    » Procedure:

    Part I:
    1) Students should choose ONE of the following articles to read.

    Conversation with Philip Gourevitch
    http://globetrotter.berkeley.edu/people/Gourevitch/gourevitch-con0.html
    Note: Parts four through the conclusion are focused on Rwanda.

    The Atlantic, September 2001, "Bystanders to Genocide"
    http://www.theatlantic.com/issues/2001/09/power.htm

    Atlantic Unbound, Interviews, "Never Again, Again"
    http://www.theatlantic.com/unbound/interviews/int2002-03-14.htm

    2) After they have read their chosen article, students should be prepared to discuss how Gourevitch and Power see individual and collective responsibility for the Rwandan genocide.

    Part II/Assessment:
    1) Students should write a letter to one of the people in the film, "Ghosts of Rwanda." Then, drawing on what they learned watching the film and reading the articles, they should express their view of the actions of the person to whom they are writing during and after the Rwanda genocide.

    OR

    2) If students have read the articles without watching the film, they should choose one of the activities below:

    • Write a letter to the U.N., expressing your view of what its role should be in the world today.
    • Write a letter to the editor of your local newspaper expressing your view about the American role in the world, particularly about American policy toward people who live in lands considered to be not crucial to American interests.

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