First Set
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?
As events unfolded, what were Damas Gisimba's concerns?
3.What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?"
Second Set
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/)
Third Set
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?
Fourth Set
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 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?
As events unfolded, what were Damas Gisimba's concerns?
3.What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?"
Second Set
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/)
Third Set
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?
Fourth Set
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?
Think back to the incidents that took place during the Rwandan genocide:
ResponderEliminarWhat role did the international community play during the genocide?
I think that the community was in both sides, because they were people that try to help to that situation and in the other hand, the police was helping the people that decided to kill innocents. So it was more about in what side each one was.
Does the international community have the responsibility of assisting countries threatened by genocide?
Is not their principal responsibility but talking about moral and ethics, we should help the people that are being abused or attacked without reason and more if they are defend less.
How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
Subscribe to the Voices on Genocide Prevention pod cast, and comment about what the experts say. Or contacting with the decision makers about the need to provide humanitarian assistance, protect civilians, stop the violence, and promote solutions to the crises.
Think about challenges you face in your everyday life:
Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
I don’t know if it is a good example but I think it’s correct... I don’t know. Ok, when someone sees a car incident and some people go and helped the people that suffered that accident, a lot of people just stay like shock and don’t do anything even if the people need urgent help, or some ones think that the correct things to do is to wait to the authorities to make something.
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 think that is not their major responsibility, but when you see people that need help and their not being helped; the only thing that is left to do is help if you can do it. When bystanders intervene is dangerous because if they get involved in those kinds of things, like the Rwanda genocide, they could get kill too, because they are making more difficult the job of the killers (even if that sounds awful!)
Fourth Set
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?
A feeling of dislike so strong that it demands action. Like the definition said “demands action” so when the action begins it’s become dangerous.
2. What are examples of different forms of hatred in the global community?
Racism, how people is hated and discriminated just because they have different tone of skin, or different look its so stupid to me, but life its how it is…
1. What role did the international community play during the genocide? I think they didn’t take any role there because they never intervened in this massacre.
ResponderEliminar2. Does the international community have the responsibility of assisting countries threatened by genocide? The international community is used to imply duties among countries, usually human rights, and since genocide is a violation of rights, I think it is their obligation to assist those countries.
3. How can students get involved and make their voices heard against genocide?
Communicate with decision makers about the need to provide humanitarian assistance, protect civilians, stop the violence, and promote solutions to the crises.
Find out more about places at risk of genocide or related crimes against humanity.
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?
yes I have, It was a fight on school, some guy picked on a classmate to bother him because for them, he looked ”stupid” (pen…). The bystander who was in my classroom stood up and calmed the situation because my friend was about to fight with the guys there.
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 think it is a responsibility ethically speaking
well, they risk the same things as the one he is helping
1. Can hatred be banished?
I don’t think so, there are too many persons in the world, each person grows differently and some may develop a kind of repulsion against someone
2. What would it take to banish hatred?
Change the way those persons think
Roberto Cai Wu
1.What role did the international community play during the genocide?
ResponderEliminarWell, at the beggining they "helped" the locals, guiding them to safety, but when the real problems started, the UN just banished. The massacre started, and all the kids were on their own. I think they didn't want to get involved into an armed conflict, so they just helped before everything got worse.
2.Does the international community have the responsibility of assisting countries threatened by genocide?
Well, they're suposed to defend Human Rights, and genocide is KILLING, so yea, I think they have the obligation to defend those who can't by themselves.
3.How can students get involved and make their voices heard against genocide?
Students can join communities that are against genocide, or they could just find out more about those incidents. They could learn about past events, so when the time comes (when us, the young ones, control our society) we won't make the same mistakes others did.
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... I've seen a lot of car crashes in wich my family and I were the only ones there to help... like in 2 occasions people died crushed by the cars, a woman had her internal organs coming out of her body, and she was
still talking to her boyfriend. We were just bystanders, and by common sense we HAD to help them because they're people too, I mean, if I need help I surely want someone to help me.
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 obligation to help them, its up to each one of us doing what we think it's right, even when we risk ourselves. When bystanders don't get involved, they don't risk anything, but we can infer that they don't have the will to help someone else.
5.Whose responsibility is it to work to end hatred or to respond when hatred provokes violence?
To end hatred, I think governments should try to end racial hate so racial attacks could be finally banished, and when hatred provokes violence, like violence in general, authorities should intervene because they are the ones that are supossed to end conflicts, or even the army when extremists groups are involved.
Think back to the incidents that took place during the Rwandan genocide:
ResponderEliminarWhat role did the international community play during the genocide?
A: The were midiators but they didnt really do anything as far as i remember, because it was a country issue.
Does the international community have the responsibility of assisting countries threatened by genocide?
A: I think they do, they are a community made to assist everyone, to help anyone to remain in a socially equal way.
How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
A: We could create forums, or write things against it, make everyone understand what this means, and start with the young, they are the future.
Think about challenges you face in your everday life:
Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
A: Never in the way of rasism, or to the extreme of genocide.
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?
A: I think everyone should stand up for themselfs, but yes, i think that there extremes that suggest helping out.
im agree with roberto about hatred cannot be banished. it would be almost impossible to do it, because we are talking about changing the beliefs of a lot of generations and families that think that they are better than the other people and because they grow wit the teaching of their parents about hating othe people and that stuff its very harsh to changed someething that you been learning since you are a little boy
ResponderEliminarWell.. we can't chage the way people think, but we can teach kids that we don't have to hate someone for being different (racially speaking), at least that would diminish the number of hatred attacks.
ResponderEliminaromg O: i dont know that happened to you manuel x3, i think that was hard to see /: but its so great that you and your family actually decided to do something, because i bet that they were a lot of people that didnt do anything and just stand there looking, i dont know how i will react in that situations /:, i hope i just don get stuck without doing anything x3
ResponderEliminarEven if you raise you "correctly" it doesn't guarantees you that they won't develop any kind of hatred, still I agree with you that it is the only way to diminish the number of those unstable persons.
ResponderEliminarManuel about you answer to the last question of set number 4, I don't think the government is the only one that should stop hatred, I think each of us (yes, including students) should help to stop hatred beause I consider it a very Unhumanied feeling to hate somebody or have a kind of repulsion to somebody because of their race
ResponderEliminarbut you know if the power dont move or dont do anything almost anyone of us will started doing something, so it will help A LOT if the goberment make the examples of helping or coontribuiting.
ResponderEliminarFirst Set
ResponderEliminar1.What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values?
A: These people are incredible, they protect other people in difficult situations, not becouse they gained money helping people but because they wanted to do it by theirselves.
They had the risk even of geting killed but i think they prefer dying than see lots of people dying.
2.What values did the children of the orphanage demonstrate?
As events unfolded, what were Damas Gisimba's concerns?
A: They represent hope, corage, and brotherhood; Gisimba was concerned because there were not enought space to have too many kids, he didnt have enought water and food, and even he was concerned because kids could be killed.
Second Set
Think back to the incidents that took place during the Rwandan genocide:
1.What role did the international community play during the genocide?
A:I think they didn't make anything.
2.Does the international community have the responsibility of assisting countries threatened by genocide?
A:Sure they are.
3.How can students get involved and make their voices heard against genocide?
A:Maybe like making things to recolect money to help places like the Damas Gisimba's orphan.
Third Set
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?
A:Anctually 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?
A:Is not like a responsability, but if they do i respect that people.
i agree roberto and roxanna, everything has to be balanced..(:
ResponderEliminarAngel, you never witnessed something where someone was needing help? I mean, we all had.
ResponderEliminar