Unit 1- Conflict
Statement of Inquiry
Conflicts have many different complex origins and affect different people in different ways.
This unit will help you understand more fully the meaning of conflict. It is based on four concepts:
1. There are basic rights, freedoms and responsibilities for all individuals
2. There are many different causes of conflict
3. Conflicts can have many different effects
4. Different methods can be used to resolve conflict and work towards co-operation
Conflicts have many different complex origins and affect different people in different ways.
This unit will help you understand more fully the meaning of conflict. It is based on four concepts:
1. There are basic rights, freedoms and responsibilities for all individuals
2. There are many different causes of conflict
3. Conflicts can have many different effects
4. Different methods can be used to resolve conflict and work towards co-operation
Conflict Sequence
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Activity 1:
List the different types of conflict shown in the picture, brainstorm the ideas and feelings you associate with conflict.
List the different types of conflict shown in the picture, brainstorm the ideas and feelings you associate with conflict.
Click on the worksheet below and complete the questions in your book.
6_thinking_hats_-_conflicts.doc | |
File Size: | 1863 kb |
File Type: | doc |
Activity 2: Wheel of influence
Complete the document below:
wheel_of_influence.docx | |
File Size: | 124 kb |
File Type: | docx |
Activity 3 - Children in conflict (See, think, wonder)
In this lesson we will consider the impact of conflict on children's lives. We try to place ourselves in photographs to imagine what conflict might mean in our lives in the short and long term.
children_in_conflict.ppt | |
File Size: | 60 kb |
File Type: | ppt |
Which picture do you think is from:
Botswana, Vietnam. Afghanistan and Gaza strip?
Vocabulary this lesson:
Botswana, Vietnam. Afghanistan and Gaza strip?
Vocabulary this lesson:
- Innocence
- Trauma
- Long-term
- Loss
- Tears
- Anger
- Emotion
- Fairness
Activity 4 - How can war affect children?
Evaluation of sources
This lesson we look at the different effects that war can have on children who have to live through it. We take the example of children in British cities who were evacuated during the Second World War and consider, through evaluating historical sources, the impact war had on their lives.
Click at the link below for sources:
Evaluation of sources
This lesson we look at the different effects that war can have on children who have to live through it. We take the example of children in British cities who were evacuated during the Second World War and consider, through evaluating historical sources, the impact war had on their lives.
Click at the link below for sources:
evacuation_sources.pdf | |
File Size: | 407 kb |
File Type: |
YOU choose which template you would like to use:
Click here for the standard-level template table to insert into your GoogleDoc
Click here for the challenge-level template table to insert into your GoogleDoc
Click here for the standard-level template table to insert into your GoogleDoc
Click here for the challenge-level template table to insert into your GoogleDoc
photoanalysisworksheet.pdf | |
File Size: | 14 kb |
File Type: |
how_does_war_affect_children_-_evacuation_programs.ppt.pptx | |
File Size: | 1652 kb |
File Type: | pptx |
Activity 5 - Dimensions of conflict
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Sources:
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Activity 6 - Auschwitz and the Holocaust
This is a particularly sensitive lesson. Be ware of some sensitive scenes.
The key to this lesson is Empathy. While we will never understand truly the horrors that we look at in this series of lessons, you feel something for the people whom had their lives (and often the lives of their entire families) taken away.
Anne Frank's Diary
Testimony links
https://www.yadvashem.org/education/testimony-films.html
https://news.fordham.edu/fordham-magazine/stories-survive-a-child-of-the-holocaust-reclaims-a-resilient-heritage/
http://jewishchildsurvivors.org/biographies-2/
https://www.holocaustchild.org/index.php/education/our-stories-testimony-of-the-holocaust/
This is a particularly sensitive lesson. Be ware of some sensitive scenes.
The key to this lesson is Empathy. While we will never understand truly the horrors that we look at in this series of lessons, you feel something for the people whom had their lives (and often the lives of their entire families) taken away.
Anne Frank's Diary
Testimony links
https://www.yadvashem.org/education/testimony-films.html
https://news.fordham.edu/fordham-magazine/stories-survive-a-child-of-the-holocaust-reclaims-a-resilient-heritage/
http://jewishchildsurvivors.org/biographies-2/
https://www.holocaustchild.org/index.php/education/our-stories-testimony-of-the-holocaust/
Activity 7- What was the Final Solution?
By 1942, the Nazi army had advance across a huge swath of Europe. The Nazi high command came across a grim problem- some 11 million people they considered untermenschen (translated literally as sub-human. That is, not even of the same species as us) were now in their occupied territory.
The building above hosted a conference unlike any the world had really ever seen. In the town of Wannsee, very close to Berlin, Several Nazi officials (although none of any great importance individually) met and to discuss "the final solution to the Jewish question", a phrase as equivocal as it was terrible.
Click below for Wannsee document
By 1942, the Nazi army had advance across a huge swath of Europe. The Nazi high command came across a grim problem- some 11 million people they considered untermenschen (translated literally as sub-human. That is, not even of the same species as us) were now in their occupied territory.
The building above hosted a conference unlike any the world had really ever seen. In the town of Wannsee, very close to Berlin, Several Nazi officials (although none of any great importance individually) met and to discuss "the final solution to the Jewish question", a phrase as equivocal as it was terrible.
Click below for Wannsee document
wansee_protocol.doc | |
File Size: | 23 kb |
File Type: | doc |
I am a survivor of a concentration camp. My eyes saw what no man should witness: gas chambers built by learned engineers, children poisoned by educated physicians, infants killed by trained nurses, women and babies shot and burned by high school and college graduates.
So I am suspicious of education.
My request is: help your children to become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, and arithmetic are important only if the serve to make our children more humane."
So I am suspicious of education.
My request is: help your children to become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, and arithmetic are important only if the serve to make our children more humane."
Activity 8 - How should we approach the study of the Holocaust?
Memorial task
Link
This is a project-based classwork.
Task
Too often genocides get reduced to numbers that are simply to big to be of much meaning to people.
Design a memorial related to the Holocaust that highlights the fact that we should never forget that this was about people, not numbers.
-Your memorial should be accompanied by any planning documents you have created (mind-maps etc).
-Your memorial can be in the form of a model, or a detailed sketch of what the memorial would look like
- IT IS NOT A POSTER.
-Your memorial must be accompanied by a written piece of 250-500 words explaining what you have tried to show in your design.
You may take inspiration from other holocaust memorials around the world.
Memorial task
Link
This is a project-based classwork.
Task
Too often genocides get reduced to numbers that are simply to big to be of much meaning to people.
Design a memorial related to the Holocaust that highlights the fact that we should never forget that this was about people, not numbers.
-Your memorial should be accompanied by any planning documents you have created (mind-maps etc).
-Your memorial can be in the form of a model, or a detailed sketch of what the memorial would look like
- IT IS NOT A POSTER.
-Your memorial must be accompanied by a written piece of 250-500 words explaining what you have tried to show in your design.
You may take inspiration from other holocaust memorials around the world.
Activity 9 - How should former Nazi's be treated?
The question of how to deal with people who took part in the Holocaust is a difficult one. Firstly you have to think about guilt- It is clear that someone who directly murders another person is guilty. However, what if you saw the murder and did nothing? What if you lived near where murders took place? What if you were the company that supplied the Nazi's with Zyklon B (The gas used in the gas chambers)? What if you were the railway operator for the company that had its trains run to the Concentration Camps?
Working out who is guilty and punishable becomes an impossibility with a horror of this scale. Some people choose forgiveness (even some survivors go this route) and some cannot ever forgive or forget.
Whichever route you feel is most fitting is fine, but this lesson you must consider why you feel this way, and provide evidence to your opinion.
The question of how to deal with people who took part in the Holocaust is a difficult one. Firstly you have to think about guilt- It is clear that someone who directly murders another person is guilty. However, what if you saw the murder and did nothing? What if you lived near where murders took place? What if you were the company that supplied the Nazi's with Zyklon B (The gas used in the gas chambers)? What if you were the railway operator for the company that had its trains run to the Concentration Camps?
Working out who is guilty and punishable becomes an impossibility with a horror of this scale. Some people choose forgiveness (even some survivors go this route) and some cannot ever forgive or forget.
Whichever route you feel is most fitting is fine, but this lesson you must consider why you feel this way, and provide evidence to your opinion.
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Activity 10 - What are the biggest problems we face today as a species?
In this lesson we look at what the biggest issues facing our species are. We consider the Millennium Development Goals (MDG'S) and how they are being used to create a better world to live in.
In this lesson we look at what the biggest issues facing our species are. We consider the Millennium Development Goals (MDG'S) and how they are being used to create a better world to live in.
2._mdgs_and_conflict_-_updated.pptx | |
File Size: | 37 kb |
File Type: | pptx |