|
|
|
| 'Hotel Rwanda' Teacher's Guide | |
|  | |
|
|
|
|
|
| Author(s) |
|
Amnesty International USA |
|
| Publisher |
|
Amnesty International USA, United Artists |
|
| Place of Publication |
|
New York |
|
| Year of Publication |
|
2005 |
|
| ISBN/ISSN |
|
- |
|
| Language(s) |
|
English, German |
|
| Keywords |
|
lesson plan(s), teacher guide, teachers, secondary school, genocide, racism, refugees, Rwanda |
|
| Description |
|
The film "Hotel Rwanda" addresses a horrific issue: genocide. This is a difficult and upsetting topic. Yet, as the film shows, while people and governments chose to ignore the 1994 Rwandan genocide, one individual bravely risked his life and stood up to the horror, calling upon all of his resources to first save his family, then ended up saving 1,268 helpless refugees. In cooperation with United Artists, Amnesty International USA has created a Hotel Rwanda teacher's guide intended for use by high school age
students. It can also be used in the traditional classroom or a community setting. The purpose of this educator's guide is to explore the history of the crisis and generate debate on strategies that could have been pursued to prevent the genocide. It is also a tool for analysing what will be effective in the future as the international community confronts similar conditions. This guide offers educators an opportunity to explore the idea of individual and collective responsibility. Two of the lessons included in this guide examine the role of the international community and the role of the media. The third lesson addresses the issue of transition - hope, accountability and how a country recovers from such a horrific event. |
|
| URL(s) |
|
http://www.amnestyusa.org/education/pdf/rwanda_bro
churedivided.pdf  English
http://www.amnesty.de/de/2910/download_materialien
/pdf/Hotel_Ruanda.pdf German
|
|
| |
|
|
|
|
|
|
|  | |
|
|
|
|
|
|
|
|
| Also available in: | |
| | |
|  | |
|
|
|
|
|
|
| Subscribe | |
| | |
| | | Enter your email address to subscribe to HREA mailing lists. | |  RSS Feeds |
| |
|
|
|
|
