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?