Course Profile Twentieth-Century History: Global and
Regional Perspectives, Grade 11, Open, Catholic and Public
Unit
3: Global and Regional Conflicts in the
Nuclear Age (1945-Present)
Time: 22 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
The focus
of this unit is on global, regional, and national conflicts, and whether or not
progress has been made in dealing with conflict in this century. Attention is
paid to identifying types of conflict and methods of conflict resolution. The
time period is framed in a chronological study of the Cold War. With this
overview in mind, students undertake an in-depth study of the intricacies of
the Middle East region, with the intent on developing a model to study
conflict. Students apply this analysis model to selected conflicts, as well as
their National Portfolio nation. The primary strategy is co-operative group
study.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
3.1: Defining Types of Conflict and Identifying Methods of Dispute Resolution |
1 hour |
CHV.01, HIV.04, CCV.01, CCV.02, SEV.03, CC2.01, CC2.02, SE3.04, CH1.02, HI2.02, HI4.02, HI4.03 CGE3e, 3f |
Knowledge/ Understanding Thinking/Inquiry Communication |
Define terms and demonstrate understanding of conflict resolution methods on a quiz. |
|
3.2: The Cold War in a Nuclear Age: Ideologically and Chronologically |
8 hours |
COV.02, CCV.03, CHV.01, SE3.01, HIV.01, HIV.02, HIV.03, HIV.04, HI1.03, HI1.02, HI2.03, HI2.03, HI3.01, HI3.02, HI4.01, HI4.03, SEV.03, CO2.02, CO2.04, CO2.05, CC3.03, CH1.01, CH3.02, SE3.03 CGE1d, 3f, 3a, 2e, 7f |
Knowledge/ Understanding Communication Application |
Create timelines of Cold War and write a selection of editorials on various aspects of the Cold War. |
|
3.3: A Model for studying Conflict and Conflict Resolution |
9 hours |
COV.02, COV.03, CCV.01, CCV.02, CCV.03, CHV.01, CHV.02, SEV.03, HIV.01, HIV.02, HIV.03, HIV.04, CO2.01, CO2.02, CO3.01, CO3.03, CC1.03, CC2.02, CC3.01, CH1.02, CH2.02, SE3.04, HI1.02, HI1.03, HI2.03, HI3.01, HI3.02, HI4.01, HI4.03 CGE1h, 2a, 2b, 2c, 3d, 3f, 5a, 7d, 7e, 7f |
Knowledge/ Understanding Communication Inquiry Application |
Use the developed template for studying conflict and apply to a case study. An oral presentation summarizes case study findings. |
|
3.4: Global Hot Spots and Conflict Resolution |
3 hours |
COV.02, COV.03, CHV.01, CHV.02, HIV.01, HIV.02, HIV.03, HIV.04, HI2.03, HI1.02, HI1.03, HI3.01, HI3.02, HI4.03, CO2.01, CO2.02, CO3.03, CO3.01, CC2.02, CH2.02 CGE3b, 3c, 3d, 4a, 4d, 7d, 7f |
Communication Knowledge/ Understanding Application |
Hypothesizing reasons for conflict distribution. Student production of a report or bulletin board display. |
|
3.5: National Portfolio: Conflict Resolution Analysis |
1 hour |
HIV.01, HIV.02, HIV.04, HI1.02, HI1.03, HI2.03, HI3.02, HI4.03 CGE4f |
Knowledge/ Understanding Application Thinking/Inquiry |
Apply conflict analysis template to own country for National Portfolio |
Students
should be familiar with using Internet websites as research databases. Students
should have developed research skills (in Grade 10 History), which allow them
to extrapolate information from a variety of sources. They are also familiar
with oral presentation skills and group work skills.
The
breadth of information to be covered in this unit necessitates the use of both
student-directed and teacher-directed learning strategies. The availability of
resources determines the degree to which student-directed activities can be
utilized. Teachers need to familiarize themselves with available websites,
software programs, and other multimedia resources that support the unit
content. Given that this is an Open destination course, teachers need to use
range of teaching strategies and select a variety of print and other media
resources. Accommodation for exceptional students should also be anticipated.
Teachers should consult with the Library/Resource Centre staff on the
availability of resources, to support student research, which could be put on
reserve for the class.
Students
experience the challenges facing citizens of the world post-WW II through
timelines, mapping exercises, group jigsaw discussions, brainstorming, written
or oral responses, group presentations, overheads, case studies, and individual
research projects. Teachers should assign the groups for the in-depth study of
a conflict and its resolution. Culminating activities for the unit include a written
test and a presentation of a case study.
Identifying
Methods of Dispute Resolution
Time: 60 minutes
In this
activity, the class defines the word ‘conflict’ and hypothesizes about the
causes of the different types of conflict. Through a board note, the teacher
summarizes the discussion and provides formal definitions of all terms for
reference throughout the unit. The teacher repeats the process with conflict-resolution
methods. Once the framework has been established, the teacher assigns an
activity during which students identify and categorize various conflicts and
resolutions using the established categories.
Strand(s): Change and Continuity; Social, Economic and Political
Structures; Citizenship and Heritage; Methods of Historical Inquiry
Overall
Expectations
CCV.01 -
describe key factors that facilitated change during the twentieth century, and
describe the nature of that change;
CCV.02 -
describe key factors that tended to maintain continuity during the twentieth
century;
CHV.01 - demonstrate an understanding of the
importance of nationalism and internationalism in twentieth-century societies;
SEV.03 -
demonstrate an understanding of the variety of political structures experienced
during the twentieth century;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
in independent and collaborative study.
Specific
Expectations
CC2.01 -
demonstrate an understanding of the ongoing movement towards decolonization and
national independence throughout the twentieth century;
SE3.04 -
demonstrate an understanding of the structure and function of international
governmental organizations and agreements that have attempted to provide global
leadership (e.g., United Nations, North Atlantic Treaty Organization);
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others.
Ontario
Catholic School Graduate Expectations
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience.
CGE3f -
examines, evaluates and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society.
Group
works skills, critical-thinking skills, as well as oral and written
communication skills, are utilized by students to complete this activity.
·
Prepare
handouts with definitions of different types of conflict (civil, ethnic,
territorial, economic, cultural, religious, tribal, and ideological) and for
conflict-resolution methods.
·
Make
up case study scenarios for student demonstration of knowledge and
understanding of different types of conflict (see Appendix 3.3.1).
·
Inform
students that each student is responsible for conducting independent research
about a conflict involving their National Portfolio nation; and synthesizing
the research in a written analysis for the Portfolio.
1. The teacher asks students to define the word
“conflict”, and brainstorm a list of different types of conflict that go on in
the world. The list is generated on the board. At the end of this discussion,
the teacher provides a handout, which provides formal definitions for each type
of conflict. This handout is used as a reference throughout the unit. (10
minutes)
2. The teacher links the idea of conflict with
“conflict resolution” as a starting point for discussion. The class brainstorms
methods, available nationally and internationally, to resolve different types
of conflict. The teacher provides a framework for organizing resolution methods
into economic, political, military, and legal solutions. The teacher
distributes a handout outlining methods of conflict resolution available under
the headings: economic, political, military, and legal (UN peace-keeping, UN
social and economic council, International Court of Justice, negotiation,
mediation, etc.).
(10-15 minutes)
3. The
teacher then asks students if they believe Canada and other nations should get
involved in different conflicts going on in the world and why it should or
should not. After this discussion, the teacher reminds students of the
commandment of Jesus: love your neighbour as yourself. The teacher explains
that this commandment confers upon each of us a responsibility for the
well-being of our neighbour. Students then re-examine the statements listed on
the board in light of this gospel teaching. The teacher points out that, while
our secular world teaches us to only be concerned with those things which
directly affect us, this idea contravenes the teachings of Jesus. The gospel
not only calls on us to be knowledgeable about conflicts such as in the Middle
East, Central America, and Africa, it also requires that we actively support
efforts to resolve these conflicts for the common good. (15 minutes)
4. Students are divided into groups of three or
four. The teacher provides each group with a conflict scenario (see Appendix
3.1.1). After reading the case study, the group must decide which type of
conflict it is, according to the definitions, and predict a possible
conflict-resolution method. The groups share their case studies and conclusions
and a discussion follows. The teacher provides scenarios, which can be
characterized as strictly one type of conflict, and more complex cases which
involve different conflict types (for enrichment purposes). (20 minutes)
·
Formative
assessment in the form of a quiz on the student’s knowledge of definitions of
conflict and various types of conflict resolution
·
Formative
assessment of group skills using a checklist during group case study brainstorming
session, referring to criteria such as cooperation, staying on task, respect
for others, listening skills
To assist
students who have difficulty taking notes during discussion or supplementing
board notes, the teacher may provide copies of the definitions and notes.
Gifted students may be given more complex case studies to examine/categorize,
while students with learning difficulties may be given scenarios that are
clearly one-dimensional conflicts. The teacher may need to photocopy the
debriefing notes or provide a more detailed note-taking sheet to provide
additional strategies. The teacher should have available copies of all
handouts.
Print
Zelinski,
Victor, Graham Draper, Don Quinlan, and Fred McFadden. Twentieth Century Viewpoints: An Interpretive History. Don Mills:
“The War
Reports.”
Websites
United
Nations – www.un.org
Time: 480 minutes
The focus of this activity is to
have students explore the underlying ideological causes and chronology of the
Cold War. First, the initial stages of the Cold War between the end of the
Second World War and leading up to the Korean War are examined. The key issues
to be explored include the competing ideologies, the post-war power vacuum, and
how attitudes and perceptions of the opposing sides fuelled the conflict. Once
the underlying ideologies have been explored, students examine the Cold War
chronologically and its impact around the world. The various contexts in which
the Cold War was fought (espionage, arms and space race, propaganda through
sports and culture) are highlighted. Finally, the factors leading to the
collapse of the
Strand(s): Communities: Local, National, and Global; Social,
Economic, and Political Structures; Change and Continuity; Methods of
Historical Inquiry
Overall
Expectations
COV.02 -
describe the effects of the Cold War on the nations of the world and on
international relations over the course of the twentieth century;
CCV.03 -
demonstrate an understanding of the use and importance of chronology and
cause-and-effect relationships in the study of twentieth-century history;
CHV.01 -
demonstrate an understanding of the importance of nationalism and
internationalism in twentieth-century societies;
SE3.01 -
describe various ideological positions that are represented in the political
spectrum (e.g., communism, socialism, liberalism, conservatism, fascism);
SEV.03 -
demonstrate an understanding of the variety of political structures experienced
during the twentieth-century;
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis.
Specific
Expectations
CO2.04 -
demonstrate an understanding of the causes, course, and results of the Cold War
(e.g., Stalinism, Cuban missile crisis, Olympic boycotts, destruction of the
Berlin Wall);
CO2.05 -
describe shifts in the international balance of power that took place during
the twentieth-century (e.g., the rise of prominence of the United States, the
rise and collapse of the Soviet Union, the rise of Asian nations);
CC3.03 -
explain the interplay among political, social, economic, and cultural issues,
using key examples from the twentieth century;
CH1.01 -
describe key elements that have contributed to the development of national
identities in the twentieth-century;
CH3.02 -
demonstrate a critical understanding of key connections between artistic
expression and its socio-political context in the twentieth century (e.g., Soviet
socialist realism in art and music, beat poetry and atomic angst);
HI1.01 -
formulate relevant questions for research and inquiry, drawing on examples from
twentieth-century history (e.g., What were the technological innovations that
altered the nature of war in the twentieth century?);
HI2.03 -
describe key relationships in data studied (e.g., chronological ties,
cause-and-effect, similarities and differences).
Ontario
Catholic School Graduate Expectations
CGE1d - a
discerning believer formed in the Catholic faith community who develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE2e -
an effective communicator who uses and integrates the Catholic faith tradition,
in the critical analysis of the arts, media, technology, and information
systems to enhance the quality of life;
CGE3a - a
reflective and creative thinker who recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3f - a
reflective and creative thinker who examines, evaluates, and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic, and
ecological) for the development of a just and compassionate society;
CGE7f - a
responsible citizen who respects and affirms the diversity and interdependence
of the world’s peoples and cultures.
Group
works skills, critical-thinking skills, as well as oral and written
communication skills, are utilized by students to complete this activity. All
students should have taken Grade 10 Canadian History.
·
Due
to the volume of material and the time constraints, students have a choice in
the number of possible assignments they must complete. For example, students
may be given a choice of assignments and then submit two. Choices can include
an editorial, a position paper, a brief for the Canadian Prime Minister on a
particular conflict of the Cold War, a propaganda poster, or a timeline of the
arms race or space race with a written commentary of the significant events.
·
Prepare
an outline indicating material that will be the focus of each class, to be
given to students at the beginning of the activity. Given the time limitations,
it may be difficult for students to independently research the various topics.
Students base their responses on materials provided in the form of video clips,
assigned text readings and other print materials.
1.a. Students define the term Cold War and identify
the key participants. The teacher leads a class discussion around the
chronology of the Cold War. The discussion allows the teacher to clarify areas
that should be focused on. Where there are gaps in knowledge, the teacher
refers students to the timeline provided in Appendix 3.2.1 (see
http://spss.peterborough.on.ca). Students should also be provided with maps
which reference the different spheres of influence. (30 minutes)
b. Once the Cold War has been discussed in
general terms by the class, the teacher gives a brief summary of the events
leading up to the conflict between the two powers that emerged after World War
II: the United States and the Soviet Union. The teacher leads an examination of
the events which created suspicion on the part of the United States, such as
the secret Soviet-Nazi pact, the Katyn Forest Massacre, Soviet territorial
gains at the end of the war, the power tactics of various Communist groups in
post-war countries, fear of a future war with the Soviet Union. The teacher
also reviews the Soviet position, including Soviet concerns around American
imperialism, the sacrifices of Russians during the war and a sense of any
territorial gains in Europe being well earned, concern over American atomic
capabilities, and the impact of Stalin’s personality as factors highlighting
the Cold War build-up on the Soviet side. These factors should also be balanced
by an examination of what were perhaps the true motives/aspirations of each of
the sides; Was the Soviet goal European domination? Was the American goal to
remain in Europe and push eastward? The topic for a student opinion piece could
answer the question: Who was more responsible for the Cold War, America or the
Soviet Union? (45 minutes)
2. The
teacher explains to students that the first open conflict in the Cold War was
the Korean War (1950-53). Through readings, students acquire a background of
how relations between Communist China and the United States were strained and
how war in Korea erupted. Rather than examine the course of the war in detail,
students predict how they think American foreign policy will change towards the
USSR and other communist states as a result of the war. In groups, students
brainstorm three to five predictions about foreign policy and list them on chart
paper. The lists are posted in the room and a class discussion focuses on the
options presented, in particular ideas that are different. (Students have the
opportunity to justify and explain their ideas and choices). (75 minutes)
3. After World War II, western suspicion of
communism had an impact on the domestic front. From examples of the Gouzenko
defection in Canada to the McCarthy hearings in the US, students should
understand the high level of paranoia prevalent in the West. Video clips
(documentary and feature films) could highlight the tension and attitudes of
the day. The film, The Manchurian
Candidate, highlights the perceived powers at work in the great communist
conspiracy. In small groups, students discuss the validity of people’s concerns
about communist infiltration into the West. (75 minutes)
4. The Cuban Missile Crisis was perhaps the
highpoint in Cold War tensions. Students could be shown documentary footage of
the crisis to highlight the gravity of the situation. In contrast, students
could view clips from a satirical look at the issue of nuclear conflict in the
film, Dr. Strangelove. Students could
be presented with two assignment options: a) write an editorial piece on the
validity of nuclear deterrence, making reference to the lessons learned in the
Cuban Missile Crisis; or b) write a diary entry as a teenager, identifying your
concerns and hopes during the Crisis. (75 minutes)
5.a. This lesson illustrates the role of technology
in the Cold War. Students are asked whether the arms race fuelled the Cold War
or was a symptom of the rivalry. How did the space race reflect attitudes of
the Cold War? In pairs, using print resources, students prepare a timeline of
the major developments in the arms and space race and their impact on relations
between the superpowers. (45 minutes)
b. The Cold War also played itself out in the
realm of popular culture. Students should make the connection that the
superiority of a system was demonstrated in sport and art accomplishments.
Examples, such as various Olympic games or Olympic boycotts, the Canada-Russia
hockey series, or the defection of dancers like Nureyev, should raise student
awareness of the intensity of feelings expressed on both sides. (30 minutes)
6.a. Both superpowers became involved in wars which
they lost--the Americans in
b. The teacher introduces the collapse of the
7. The teacher could administer a content quiz on
the Cold War. (30 minutes)
·
Formative
assessment is in the form of observations during class discussions. It may also
include observations of group work and monitoring of student answers to
assigned homework questions. Based on the observations, the teacher makes
recommendations to students on how to improve performance
·
Formative
assessment of content through quiz
·
Summative
evaluation is based on two samples of work (students choose assignments to be
submitted)
·
The
teacher may provide additional notes, which reinforce the topics covered in
class discussions.
·
The
teacher may limit the number of assignments required for summative evaluation.
Students may view the videos/films a second time to clarify their understanding
of a given topic.
Print
Robbins,
Keith. The World Since 1945: A Concise
History.
Howard,
Michael and Wm. Roger Louis, eds. The
Catechism of the Catholic Church.
ISBN 0-88997-281-8
Davies,
David, ed.
Steven,
Hugh Lee. Outposts of Empire:
Zelinski,
Victor, Graham Draper, Don Quinlan, and Fred McFadden. Twentieth Century Viewpoints: An Interpretive History. Don Mills:
Film
On Guard for Thee, Part 1: The Most
Dangerous Spy.
National Film Board of
The Un-Canadians. National Film Board of
Alive in the Nuclear Age. National Film Board of
If You Love This Planet [Compilation]. NFB, 1983, 34 min.
“Notes
on Nuclear War” [Part 6 of War]. NFB,
1983, 59 min.
“Keeping
the Old Game Alive” [Part 5 of War].
NFB, 1983, 56 min.
Dr. Strangelove. Warner Brothers, 1964. For
performance licence, contact Visual Education Centre,
phone 1 (800) 668-0749.
The Manchurian Candidate. Warner Brothers, 1962. For
performance licence, contact Visual Education Centre, phone 1 (800) 668-0749.
The Cold War. CNN, 1998.
CBC News in Review.
A&E Biography: Pope John Paul II. 1994, 50 min. ISBN 1-56501-406-5.
Biographies also available for Mikhail Gorbachev, Ronald Reagan
Websites
National
Film Board of
Office
for Social Justice – http://www.osjspm.org
Time: 540 minutes
Students review the types of
conflict and the methods of conflict resolution available. Students evaluate
the methods of conflict resolution in light of gospel teachings. The teacher
provides a model for studying a conflict in depth and, as a class, the
Overall
Expectations
COV.02 -
describe the effects of World War 1, World War II, the Cold War, and selected
regional conflicts on the nations of the world and on international relations
over the course of the twentieth century;
COV.03 -
describe significant characteristics of the world community at the end of the
twentieth century;
CCV.01 -
describe key factors that facilitated change during the twentieth century, and
describe the nature of that change;
CCV.02 -
describe key factors that tended to maintain continuity during the twentieth
century;
CCV.03 -
demonstrate an understanding of the use and importance of chronology and
cause-and-effect relationships in the study of twentieth-century history;
CHV.01 -
demonstrate an understanding of the importance of nationalism and
internationalism in twentieth-century societies;
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.03 -
communicate opinions based on effective research clearly and concisely.
Specific
Expectations
CO2.01 -
describe the causes, course, and results of significant local and regional
conflicts (e.g.,
CO2.02 -
evaluate the effectiveness of various processes used to promote peace in
regional disputes (e.g., L.B. Pearson’s peacekeepers, NATO military
intervention);
CO3.01 -
describe and assess the impact of significant local and regional conflicts that
occurred at the end of the twentieth century (e.g., in East Timor, Somalia,
CC1.03 -
describe the role of individuals and groups who facilitated the process of
change in the twentieth century (e.g., Nelson Mandela);
CC2.02 -
demonstrate an understanding of the efforts of organizations and agencies to
improve the human condition throughout the world (e.g., Roman Catholic Church,
United Nations social and economic agencies, ... International Court of
Justice);
CC3.01 -
demonstrate an understanding of the significance of timelines in the study of
selected subjects in twentieth-century history (e.g., decolonization of
CH1.02 -
demonstrate an understanding of how nationalism has affected existing
institutions and the lives of average citizens (e.g., efforts to establish
Jewish and Palestinian homelands, Sikh and Hindu clashes, Islamic
fundamentalism);
CH2.02 -
analyse key factors that have interfered with individual and group rights
during the twentieth century (e.g., policies of racial and ethnic exclusion and
cleansing);
SE3.04 - demonstrate an understanding of the
structure and function of international governmental organizations and
agreements that have attempted to provide global leadership (e.g., United
Nations, NATO, Geneva Conventions, Hague conferences);
HI1.03 -
organize research findings, using a variety of methods and forms;
HI3.01 -
communicate effectively, using a variety of styles (e.g., report, group
presentation);
HI3.02 -
use an accepted form of documentation to acknowledge information sources (e.g.,
bibliography).
CGE2a -
listens actively and critically to understand and learn in light of gospel values;
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE5a -
works effectively as an interdependent team member;
CGE7d -
promotes the sacredness of life;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
From
Activity 1, students recall and apply knowledge of the types of conflicts in
the world and the mechanisms/approaches available to deal with national,
regional, and international conflicts. Students have a basic understanding of
the principles of research (from general to specific sources), knowledge of
Boolean/key word searches, and note-taking skills. Students have been
introduced to the types of materials available in the Library/Resource Centre.
Students build on previous experience with oral presentations.
·
Book
the Library/Resource Centre and the computer lab.
·
Prepare
the assignment outline, indicating the expectations regarding material
presented in the oral presentation and in the student-prepared handout for the
class. When introducing the assignment, the teacher needs to have a copy of
guidelines on how to do a bibliography for each student.
·
Ensure
that the conflicts made available for in-depth study represent the various
geographic regions of the world and the diverse types of conflict. Students may
be more interested in conflicts that have erupted in more recent times.
·
Arrange
for guest speakers who are knowledgeable about the conflicts. The teacher may
also choose to invite a guest speaker to address students about one of the
conflicts. Teachers may substitute another crisis if it is believed that the study
of the conflict will be problematic in the community of the school, or if
students have studied this conflict in another course.
1. Students may consult the following CBC News in Review videotapes and study
modules when researching their particular crisis: Feb.’91, Mar.’91, Apr.’91,
Dec.’93, Sept.’94, Sept.’95, Nov.’96, Sept.’98, Nov.’00. Other News in Review tapes are listed in
Resources. Before student pairs begin their intensive study, the teacher leads
the class through an analysis of the Middle East Crisis. There are two reasons
for this approach: first, the conflict is too important to ignore and too
complicated for students to do themselves; second, the teacher can use the
Middle East conflict as a vehicle for modelling to students how the in-depth
study of a conflict and its resolution is to be done. While walking students
through the analysis, the teacher can explain/demonstrate the kind of
information expected and the depth necessary.
2.a. The teacher introduces the idea that conflict
is inevitable; however, given humanity is inherently good because humanity is
made in the image and likeness of God, all conflict can be resolved. Explain
how the secular world teaches us that when faced with violence, violence is the
appropriate response. Then ask students how Catholic Church teachings differ
from this perspective. Explain that Jesus taught us to meet evil with goodness
and refer to the writings of Saint Paul (reference: Romans 12:17-19). After
reading Romans 12:17-19, ask students if they think this is a realistic means
of dealing with conflict. Remind students again that Jesus taught us to love
our neighbour and with this commandment comes a responsibility for the
well-being of our neighbour. The teacher suggests to students this is the
framework from which to view this unit of study on conflict and conflict
resolution. (10 minutes)
b. Students recall the types of conflicts and
identify examples of each based on general knowledge and previous class
discussion. (10 minutes)
c. Students recall/identify the
mechanisms/approaches available to resolve disputes. (3 minutes)
d. The teacher hands out a copy of Pope John
Paul II’s 1991 encyclical, On the
Hundredth Anniversary of Rerum Novarum, article 52, which outlines the
necessity of the world community finding ways to wage peace through non-violent
means because war is too costly in terms of human life. Moreover they should
note that it suggests Catholic peacemakers need to address the roots of war in
working toward a long-term solution for any conflict. Ask students what it
means to address the roots of the conflict. Students note conflict-resolution
methods that meet the expectations of our Catholic Faith: are peaceful and
address the roots of the conflict. (15 minutes)
e. The teacher leads a discussion of each method
of conflict resolution in detail, identifying the steps followed when
initiating each method and the limitations associated with each method. For
example, when discussing the International Court of Justice, note that the
judges of this court are not bound by precedent and only hear cases when both
parties agree to their jurisdiction. Note: identify weaknesses of United
Nations relative to the veto power of the Security Council and the rules of
engagement for peacekeeping forces. Students should be provided with a summary
handout outlining the steps initiating each method of conflict resolution and
their weaknesses or the teacher must ensure there is a comprehensive board note.
(47 minutes)
3.a. The teacher explains to students that for the
duration of this unit they will be studying a number of conflicts which have
occurred since 1945 and in pairs students intensively study a conflict using
the model provided by the teacher. The results of their investigation are
presented to the class and they provide the class with a handout summarizing
the results of their study of the conflict and how it was resolved. The teacher
should emphasize that students will be focusing on how effective the
conflict-resolution method(s) employed were in dealing with the conflict, both
in the short term and the long term. The teacher informs students that the
purpose of this exercise is to develop their research, note taking,
organizational, and presentation skills. Lastly, the teacher explains that,
after completing this activity, students apply the model to the study of a
conflict which involves their chosen nation, employing the suggestions made by
the teacher after the assigned task has been evaluated. (7 minutes)
b. After providing students with an overview,
the teacher introduces the study of the Middle East conflict, explaining that
as a class they complete a case study of the Israel-Palestine conflict. The
teacher explains that the study of the Middle East conflict will be broken into
separate parts. The model breaks down the study of a conflict and its
resolution into several components: A) identify the cause(s) of the conflict
and define the type of conflict; B) identify the parties involved in the
conflict and their interests; C) establish the chronology of the conflict in
terms of the sequence of key historical events which gave it birth, shaped its
development, and continue to sustain it today; D) identify the methods that
have been employed to resolve the conflict; and E) evaluate their effectiveness
in terms of strengths and weaknesses, the Papal Encyclical of John Paul II and
his goal of long-term peace and justice. These components are to be listed on
the board and the teacher should ensure that all students understand what each
means. (10 minutes)
c. The
teacher leads an application of the model to the Israel-Palestine conflict.
Students are provided with a timeline of the key historical events of the
conflict. Using the timeline as a reference point, the teacher provides an
overview of the conflict. The teacher points out to students that they are
expected to provide a timeline of key events when presenting their conflict and
its resolution to the class. Students use information in the text to categorize
the Israel-Palestine conflict. The teacher focuses students’ attention on how
to evaluate the effectiveness of the various methods of conflict resolution
that have been applied to this long-term conflict. Using a chart as an
organizer, the class brainstorms the strengths and weaknesses of each method.
Remind the students to consider the solutions in terms of short-term peace and
long-term peace. Focus questions for class discussion could include: Does the
resolution method address the root causes as suggested in the Papal Encyclical?
Is violence an effective means of resolving conflict in the long term?
(Encourage students to re-evaluate their previous position of this question if
earlier they suggested violence was an appropriate response.) (135 minutes)
4. In pairs, students choose or are assigned a
conflict that has occurred since 1945. Their task is to study this conflict in
depth, following the model (Note: students can refer to study of
Israel-Palestine as an example if necessary). Students are given two class
periods to research their conflict and organize the research in a handout for
the class. The handout should be organized using the headings outlined in the
conflict study model and should include a timeline of the conflict. Students should
focus on evaluating the effectiveness of the conflict-resolution method(s)
employed. (150 minutes)
5.a. Students present their case studies to the
class, and provide classmates with the prepared handout to follow the
presentation. Students field questions and the teacher provides assistance if
necessary. The teacher may invite a guest speaker to talk about one of the
conflicts, rather than have students present on it. (110 minutes)
b. The teacher leads a summation class during
which students draw conclusions, based on case studies presented in class,
about which methods are most effective resolving national, regional, and
international conflicts. The teacher should encourage students to view the
solutions in both the short term and the long term and can raise the issue of
whether or not some of these conflicts could have been avoided (e.g., Rwanda,
1994). The teacher summarizes the conclusions in a board note. (40 minutes)
·
A
formative assessment of research-evaluation of depth/completeness of
information provided in handout on conflict and of oral presentation
The
teacher should provide students with a list of websites to assist them when
researching their individual conflict. For example, to learn the details of UN
missions, students should visit www.un.org. and the teacher should also provide
a list of periodicals that are easy to read for students who have difficulty
reading. Students who have difficulty researching should be assigned conflicts
that are covered, at least in part, in the textbook. Students may work in pairs
so that weaker students can have the assistance of stronger students, but
evaluation must be done on an individual basis.
Print
Ahlers,
Julia and Michael Wilt. Christian
Justice: Sharing God’s Goodness. Minnesota: St. Mary’s Press, 1995. ISBN
0-88489-330-8
Catechism of the Catholic Church. Ottawa: Publication Service,
Canadian Conference of Catholic Bishops, 1992. ISBN 0-88997-281-8
The Jerusalem Bible. New York: Doubleday and Company, Inc., 1968.
ISBN 0-385-01156-3
“The
War Reports”, Canada and the World,
Backgrounder. April 1995.
Video
“Israel
2000: A New Middle East?” CBC News in
Review. April 1999.
“The
Persian Gulf War”. CBC News in Review.
March 1991.
“Death
in Somalia: Rules of Engagement”. CBC
News in Review. December 1993.
“Rwanda:
The Crisis and the Challenge”. CBC News
in Review. September 1994.
Time: 180 minutes
In this
activity, students hypothesize about why conflicts occur in specific regions
and propose possible solutions to these conflicts. Students have an opportunity
to develop their critical-thinking skills when they predict where possible
conflicts (future hot spots) may occur and how we as a global community could
attempt to solve such conflicts. The material allows students to develop and
enhance their inquiry skills. These skills are applied during the study of
various hot spots of conflict.
Strand(s):
Communities:
Local, National, and Global; Citizenship and Heritage; Methods of Historical
Inquiry
Overall
Expectations
COV.03 -
describe significant characteristics of the world community at the end of the
twentieth century;
CHV.01 -
demonstrate an understanding of the importance of nationalism and
internationalism in twentieth-century societies;
CHV.02 -
analyse the relationship between the individual and those in authority in
various societies during the twentieth century;
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis;
HIV.03 -
communicate opinions based on effective research clearly and concisely.
Specific
Expectations
CO3.01 -
describe and assess the impact of significant local and regional conflicts that
occurred at the end of the twentieth century (e.g., in East Timor, Sri Lanka,
Somalia, Rwanda; in connection with the North Atlantic fishery);
CO3.03 -
demonstrate an understanding of the influence of international organizations in
defining new concepts of “global communities” (e.g., United Nations, North
Atlantic Treaty Organization, la Francophonie, World Trade Organization);
CH2.02 - analyse key factors that have
interfered with individual and group rights during the twentieth century (e.g.,
secret police and rigid censorship, policies of racial and ethnic exclusion and
cleansing, gender-role restrictions, poverty);
HI1.02 -
conduct organized research, using a variety of information sources (e.g.,
textbooks and reference books, audio - visual materials, Internet sites);
HI1.03 -
organize research findings, using a variety of methods and forms (e.g., note
taking, graphs and charts, maps and diagrams);
HI2.03 -
describe key relationships in the data studied (e.g., chronological ties,
cause-and-effect, similarities and differences);
HI3.01 -
communicate effectively, using a variety of styles and forms ( e.g., reports or
essays, debates, seminars, interviews, group presentations).
Ontario
Catholic School Graduate Expectations
CGE 3b -
a reflective and creative thinker who creates, adapts, and evaluates new ideas
in light of the common good;
CGE 3c -
a reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems;
CGE 4a -
a self-directed, responsible, life long learner who demonstrates a confident
and positive sense of self and respect for the dignity and welfare of others;
CGE 4d -
a self-directed responsible, life long learner who responds to, manages, and
constructively influences change in a discerning manner;
CGE 7d -
a responsible citizen who promotes the sacredness of life;
CGE 7f -
a responsible citizen who respects and affirms the diversity and
interdependence of the world’s peoples and cultures.
Group
work skills, critical-thinking skills, oral and written communication skills,
as well as information from the early stages of this unit, are used by students
in this activity.
·
Provide
students with world maps, atlases, bristol board or other suitable bulletin
board material, conflict-resolution handout from Activity 1, information/case studies
on a variety of conflicts in which Canada was a participant in the resolution
(Appendix 3.3.1), and the Catholicism global reach map, (which can be found in
the Facing the Future textbook p.
394).
·
Arrange
for guest speakers who have greater knowledge on a conflict and can present factual information in a
balanced way.
·
Obtain
an overhead of a completed Conflict Distribution map plus a completed map for
each region.
·
Obtain
the mailing addresses of their local Member of Parliament, the Department of Foreign
Affairs, and the United Nations.
·
Obtain
sample business letters from the English and/or Business Departments in their
school.
1. Teachers may want to go over the concepts of
patterns and hypothesizing with the class prior to beginning this activity. It
is important that the teacher provide examples for students that are reflective
of the global community. Conflict is not only related to developing nations;
concrete examples are found in Europe. The teacher and students collectively
look at a variety of hot spots and then decide which hot spot each group will
examine in detail. It is important for the teacher and students to understand
the Church perspective on solving the root causes of conflict so that there are
no losers in the conflict-resolution process. Students need to critically
analyse whether or not the conflict-resolution methods being employed are truly
solving conflict in the world.
2.a. The
teacher provides students with a list of conflicts that have occurred since
1945. This list can be found in books listed in Resources, Appendix 3.3.1 or an
historical atlas. Conflicts can be described as hot spots in order for students
to become familiar with the term. The teacher can provide a list of
characteristics of a hot spot, such as military buildup, economic sanctions,
etc. Further information can be located in an historical atlas or in sources
included in Resources. (5 minutes)
b. Students map the conflict countries onto a
blank world map (see Resources) and the map is titled Conflict Distribution.
The teacher prepares an overhead of the map in order for students to check the
accuracy of their own work. As well, this overhead prepares students for the
next step. (20 minutes)
c. Using the completed Conflict Distribution
map, students attempt to determine the patterns that exist and make hypotheses
as to why these patterns exist. The teacher should use a regional approach. The
teacher may need to go over the characteristics of hot spots and hypothesizing
with the class prior to beginning. Using overhead maps of various regions of
the world (based on the Conflict Distribution map), the teacher leads a class
discussion. Students should look for commonalties when trying to determine
patterns. Once patterns have been discerned, students hypothesize the reasons
for these patterns. For a more in-depth examination of the topic, the teacher
can provide students with a variety of sources of data. Data could be located
in an atlas or encyclopedia and include Gross Domestic Product, the form of
government, population, religious groups as a percentage of the population,
historical background of the country (how colonialism impacted on the present,
independence movements, opposition parties), or other data that could assist
students in their hypothesizing. An organizer can be produced as a form of
closure to this activity. Headings can include the following: region, patterns,
and the reasons for these patterns. (30 minutes)
d. Introduction of the summative evaluation
activity. (20 minutes)
3.a. Students complete a bulletin board display or
report on a potential hot spot. This presentation may or may not be presented
to the class at the teacher’s discretion. The teacher may assign this activity
in the form of a formally written report. The bulletin board or report should
include a map of the world, highlighting the potential hot spot; arguments
which explain the rationale for choosing this region; the type of conflict that
may result; the consequences of a conflict in this area (locally, regionally,
globally); and recommendations on how the international community could respond
to prevent this situation from intensifying to the point of armed conflict. If
the teacher decides to use the bulletin board display, students should be
organized into small groups. The teacher and students should have discussed and
decided upon five to six sample hot spots, allowing a fair representation of
hot spots around the world. Depending on the strength of students, the teacher
may allow the groups to pick their potential hot spot from a list provided or
the teacher may simply assign a hot spot. (85 minutes)
b. As the final step, students write a formal
letter to the Federal Government or United Nations indicating their concern
about the potential for conflict in their chosen region. Acting as an informed
Catholic, the student should encourage the Federal Government or UN to take
positive steps to protect life. When writing their letters, students should be
encouraged to promote government action that supports the Catholic community’s
position on non-violent change and the sacredness of life. The teacher should
discuss, with the groups, information that should be included in the letter to
ensure that students are on the right path. As well, the teacher should provide
students with sample business letters as a model. A copy of the letter is
included in the written report or on the bulletin board display. (20 minutes)
·
Formative
observation of communication and thinking skills during class discussions
·
Formative
assessment of communication and group-work skills if bulletin board display is
presented
·
Summative
evaluation of the patterns and hypothesizing organizer
·
Summative
evaluation of the bulletin board display, presentation, or report on the future
hot spot
The
teacher should maintain master copies of notes or maps covered in the class.
When the class is trying to determine patterns and is hypothesizing about
reasons, the teacher may need to provide assistance. When students are choosing
their potential hot spots, the teacher should be aware of the composition of
the class and the small groups. The teacher may create the small groups and
provide a specific country or list of countries suitable for the group. This
would also apply if the teacher decides to have the class complete formal
written reports. With regards to the bulletin board display/presentation, the
teacher can assist students with note taking by providing them with note-taking
techniques or access to the teacher’s summary notes. Presentation skills and
form should be discussed with students prior to their class presentation.
Print
Chasmer,
Ron and Pamela Perry-Globa. Facing the
Future: Global Issues in the 21st Century. Don Mills, ON: Oxford University
Press Canada, 1998. ISBN 0-19-541136-6
Moore,
Jo Ellen. The World Blank Map Forms: Maps
of Continents and Countries. Monterey, CA, USA: Evan-Moor Educational
Publishers, 1993. ISBN 1-55799-277-0
Kidron,
Michael and Ronald Segal. The New State
of the World Atlas. London: Pan Books Ltd., 1984. ISBN 0-330-28432-0
Canadian Oxford School Atlas, 6th ed. Toronto: Oxford University Press,
1992. Edited by Quentin H. Stanford. ISBN 0-19-540895-0
Zelinski,
Victor, Graham Draper, Don Quinlan, and Fred McFadden. Twentieth Century Viewpoints: An Interpretive History. Don Mills:
Oxford University Press, 1996. ISBN 0-19-541213-3
“The War
Reports.” Canada and the World. April
1995.
Websites
The Globe
and Mail – www.globeandmail.com
Government
and Politics: World Government and Canadian Government – www.studyweb.com
Government
Embassies/Consulates – www.gov.ca
Maclean’s
magazine – www.macleans.ca
The
National Post – www.nationalpost.com
Time –
www.time.com
The
Toronto Star – www.thestar.com
United Nations
– www.un.org.
Vatican –
www.vatican.org
Human
Resources
Teacher-librarian,
Resource teacher, guest speakers – university, charity group, etc.
Time: 60 minutes
In this final activity of the unit, students
continue to develop their National Portfolio country by adding in the Conflict
Resolution Analysis. The teacher conferences with students on how to apply the
model from Activity 3 to their specific Portfolio country, proper presentation
skills, and the application of historical inquiry skills.
Strand(s): Methods of Historical Inquiry
Overall
Expectations
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study.
Specific
Expectations
HI1.02 -
conduct organized research, using a variety of information sources (e.g.,
textbooks and reference books, audio-visual materials, Internet sites);
HI1.03 -
organize research findings, using a variety of methods and forms (e.g., note
taking, graphs and charts, maps and diagrams);
HI2.03 -
describe key relationships in the data studied (e.g., chronological ties,
cause-and-effect, similarities and differences);
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others.
Ontario
Catholic School Graduate Expectations
CGE4f - a
self-directed, responsible, life long learner who applies effective
communication, decision making, problem-solving, time and resource management
skills.
Students
continue to implement and develop their writing, thinking, and communication
skills.
·
Schedule
time in the Library/Resource Centre.
·
Book
time in a computer lab for students.
·
Return
the evaluated materials from Activity 3, prior to students completing this
activity, to ensure they are clear on expectations and that mistakes made in
Activity 3 are not repeated.
1. The teacher reviews the assignment: conflict
analysis in the National Portfolio nation. Students are reminded to organize
the information about their conflict, under the headings used in Activity 3, as
step one of the written analysis. Second, students are expected to predict if
this will be a short-term or long-term solution to the conflict, given their
evaluation of the effectiveness of the conflict-resolution method. This class
time is set aside as a student work period. Students have time to work on
completing the conflict analysis as it applies to their National Portfolio. The
teacher is available for individual conferencing; the teacher should use this
period to meet with students face-to-face to identify next steps based on the
formative and summative assessment completed in Activities 3
and 4.
2. Students
should be aware that the written analysis is a work-in-progress and will
probably not be completed in this one period. Students are expected to complete
this task on their own time and may ask the teacher for formative assistance
and feedback before the National Portfolio’s final submission.
3. The analysis is assessed using a rubric.
·
Formative
assessment - teacher-student conference to ensure that all parts of the
conflict model are complete. Summative evaluation is completed when the
Portfolio is submitted.
The
teacher’s main role in this activity is to assist students with this addition
to their National Portfolio. The teacher-student conference allows the teacher
to discuss the student’s progress and assist the student with any problems that
the student may be experiencing at this time. The teacher can also examine the
Portfolio to ensure that it is meeting the required expectations. The key is
for the teacher to assist students who may require additional help with their
National Portfolio.
Below are
listed a number of conflict scenarios. Your task is to read the case study and
decide as a group the cause of the conflict and categorize the conflict
according to the definitions we have established as a class.
Case One
The
Muslims and the Hindus have lived together peacefully in the same geographic
area for hundreds of years. Forty percent of the population is Muslim and 60
percent is Hindu. Historically, both groups were allowed religious freedom;
however, in the last ten years the government that is in place has instituted a
number of reforms which have limited the rights of the Hindu population. They
are no longer allowed to participate in government, hold government jobs, and
are systematically discriminated against in their employment. The Hindu
population is preparing to revolt against the government, which is denying them
their rights.
Case Two
In
country Y, gold and diamonds have been discovered. The wealth is immeasurable.
Until the discovery of gold and diamonds, country Y has been incredibly poor.
They are surrounded by countries who live in poverty as well. News of country
Y’s resource find prompts its neighbour, country X, to move into the area that
has recently discovered the resources. Country Y meets this invasion with
military force.
Case
Three
One
hundred and fifty years ago, people of X ancestry were united in one empire;
however, with the death of the Emperor, the empire disbanded and a number of
smaller countries were created. Today, a descendent of the Emperor’s family is
in a position of power in the country of X and wishes to restore the once
famous X empire. He believes the people of X descent living in the smaller
surrounding countries support his plan for unity. He encourages these
like-minded individuals in the surrounding countries to take steps to remove
the existing governments. Conflict develops.
Case
Four
In the
middle of Lake Ontario, a huge oil deposit is found. Both the Canadian and
American governments wish to exploit this resource and therefore claim
ownership. The American government proceeds to build a drilling platform near
the oil deposit before negotiations between the two parties have concluded.
Case
Five
Country S
has gone through a massive population explosion and is suffering from severe
overcrowding. It lacks adequate resources to sufficiently feed its population.
It looks to neighbouring countries and finds land suitable for settlement and
agricultural production. Country S moves in militarily and occupies the
territory.
Case Six
In
Country P, the government systematically exploits a group of people who are
racially different. This group of people is deemed by the government and by a
majority of the people to be inferior. The rights of this group of people are
systematically taken away by the government. These people are not allowed to
own property, to seek an education, or even to inter-marry. The police are very
active in enforcing this new government policy. Police action includes
arbitrary arrest and detention and random searches of people’s homes.
Conflict
occurs throughout the world regardless of geographic location or economic
status. Note that there may be some discrepancies between the names of the
countries in the list and the names that exist today.
|
Afghanistan |
Kuwait |
Peru |
Columbia |
Mozambique |
|
Algeria |
Haiti |
Philippines |
Lebanon |
USSR (Russia) |
|
Angola |
Honduras |
Poland |
Thailand |
Nicaragua |
|
Argentina |
Hungary |
Romania |
East Timor |
Myanmar |
|
Bangladesh |
India |
Rwanda |
Libya |
Uuguay |
|
Kosovo |
Indonesia |
Saudi Arabia |
Chechnya |
Salvador |
|
Bolivia |
Iran |
Somalia |
Cuba |
Namibia |
|
Brazil |
Iraq |
South Africa |
Malaysia |
Vetnam |
|
Burundi |
Ireland (Northern) |
Spain (Basque) |
Turkey |
Ethiopia |
|
Cambodia |
Jordan |
Sri Lanka |
Czechoslovakia |
Egypt |
|
Chad |
Kenya |
Sudan |
Persian Gulf |
France (Corsica) |
|
Chile |
Sierra Leone |
Syria |
Uganda |
Greece |
|
China |
Laos |
Tanzania |
Pakistan |
Zaire |
|
Guatemala |
Yugoslavia |
Grenada |
Dominican Republic |
Korea |
|
Panama |
Zimbabwe |
|
|
|
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