by President Bill Clinton
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
Convention on the Prevention and Punishment of the Crime of GenocideGeneral Assembly of the United Nations
The "Convention on the Prevention and Punishment of the Crime of Genocide" was adopted by the United Nations, legally defining the crime of genocide and defining the terms of its prevention and punishment for nations who chose to sign.Pair “Convention on the Prevention and Punishment of the Crime of Genocide” with “President Clinton’s Remarks in Kigali on the Rwandan Genocide” and ask students to evaluate President Clinton’s account of actions before and after the Rwandan Genocide, using the language from Article 3, 4, and 5 specifically. To what extent did the actions of the United States and international community at large fulfill the expectations of this convention? President Clinton also outlines many steps for restoring Rwanda that are not included in this convention. Ask students to discuss whether these steps should be included in the convention as requirements.
Elie Wiesel's "The Perils of Indifference" SpeechElie Wiesel
In "Elie Wiesel's 'The Perils of Indifference' Speech," the Holocaust survivor discusses the consequences of acting indifferently towards the suffering of others.Pair “The Perils of Indifference” with “President Clinton’s Remarks in Kigali on the Rwandan Genocide” and ask students to reflect on how Wiesel might have responded to President Clinton’s remarks had he been present at their delivery. Do any sections or descriptions in President Clinton’s remarks reflect indifference as Wiesel defines it? Wiesel also asserts “society was composed of three simple categories” – have students compare and contrast his idea to the claim that President Clinton makes about “the line” that divides society into two groups in paragraph 29.
The Man Who Coined 'Genocide' Spent His Life Trying To Stop ItNPR Staff
The informational text "The Man Who Coined 'Genocide' Spent His Life Trying to Stop It" discusses the life and work of Raphael Lemkin, as well as the documentary on him and on the fight against genocide.Pair “President Clinton’s Remarks in Kigali on the Rwandan Genocide” with “The Man Who Coined ‘Genocide’ Spent His Life Trying to Stop It” and ask students to discuss how Raphael Lemkin’s work continues to be important today. How does “President Clinton’s Remarks in Kigali on Rwandan Genocide” emphasize the importance of the existence of the term “genocide”?
Dark History Of Rwanda's GenocideNPR.org
In "Dark History of Rwanda's Genocide Makes It Hard To Move On," Steve Inskeep discusses moving on from the Rwandan Genocide with Rwanda's Foreign Minister Louise Mushikiwabo.Pair “President Clinton’s Remarks in Kigali on the Rwandan Genocide” with “Dark History Of Rwanda’s Genocide Makes It Hard To Move On” to allow students to learn more about Rwanda’s genocide. How do Clinton’s words about moving forward compare to the reconciliation discussed in the interview with Louise Mushikiwabo?
Nearly 1 Million South Sudanese Refugees In UgandaNPR
In the text "Nearly 1 Million South Sudanese Refugees In Uganda," Scott Simon interviews Noah Gottschalk about the experiences of South Sudanese refugees at settlements in Uganda.Pair “President Clinton’s Remarks in Kigali on the Rwandan Genocide” with “Nearly 1 Million South Sudanese Refugees In Uganda” and ask students to discuss how the events in Rwanda compare to South Sudan. Do students think that the United States should be taking additional action in South Sudan? What are the consequences if countries don’t aid South Sudanese refugees or help resolve the conflict in South Sudan?