Type The Name Of The Lesson Here

SECTION I: LESSON OVERVIEWS

Total Length 1 Quarter

Lesson One: Introduction to Peace and Conflict

Target Understandings:
·  General introduction to peace and conflict
·  Baseline vocabulary and relevant concepts
Enduring Understandings:
·  Complexity of Conflict
·  Magnitude and prevalence of conflict in Africa (and around the world)
Topic of Lesson
This lesson will introduce students to peace and conflict studies, focusing specifically on African Conflicts, though presenting a broad overview of conflict in general. Students will be introduced to a variety of conflicts and relevant vocabulary, while also exploring their own baseline knowledge of the subject
Time Frame: 2 days
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Curricular Materials
(see Section II & III: Materials for Daily lessons and Documents) / Peace and Conflict Studies Vocabulary
Interactive Conflict Map (www.nobelprize.org)
Conflict Facts
Resource List: Websites for additional information, example film clips and additional lesson plans /

This list is not comprehensive, but rather a short list of example resources that might be helpful in the classroom.

Lesson Overview / Day 1:
·  Review relevant vocabulary. See list in Section II: Materials for Daily Lessons.
·  “The Wall” See Section II: Materials for Daily Lessons.
·  Show a film clip about peace or violence. Examples: Nobelprize.org (15 minutes) Clip of Desmond Tutu and Nelson Mandela
·  Class discussion regarding “The Wall” and movie clip: Guiding Questions for the class discussion will depend on selected movie. Questions should push students to grapple with the breadth and complexity of conflict.
·  Read or distribute brief overviews of the different conflicts selected for the class and rank 1st, 2nd and 3rd choices before start of Lesson Two. This will save time.
Day 2:
·  Defining Peace and Conflict: Present the class with a list of “Facts about Conflict” and have them explore the “Conflict Map of Africa” and any other information that you think useful.
·  Sharing Conclusions in Small Groups: Break students into Small Groups—have them discuss this information and the map. Students should write down salient points for class discussion. Assign one student from each group to record during the meeting and another to report back to the class.
·  Class discussion: Spend the remainder of the class discussing Peace and Conflict as a class. To begin the discussion, have each group reporter share the most salient points from their small group discussions as well as any burning questions that their group came up with. / During Day 1 or Day 2 allow students some time to ask questions about each conflict and to form small groups. Groups should be even and based on class size.
“The Wall” need not take more than 10 minutes, though it can be expanded as you see fit.
See Section II: Materials for Daily Lessons. Note that the Fact sheet is not comprehensive, but rather a short list of relevant facts. This list may be added to or changed. The Conflict Map is internet based, and allows students to see the development of conflict across the continent from 1900-Today. See Materials for an example print-out.
Ex. Questions to Guide Class Discussion:
What jumps out at you the most on the conflict map? Which “Conflict Fact” did you find the most surprising, and why? What are some sources of conflict? Why do conflicts occur?
Summary activity / This lesson serves as an introduction to the unit and does not have an official summary activity. Prior to beginning the lesson, however, you may opt to have students’ journal about their understanding of conflict.
Example Questions for Journaling:
·  What is peace?
·  What is conflict?
·  How does conflict begin?
·  How does it manifest itself?
·  Where and when does conflict occur?
·  What are some of the factors that lead to conflict?
At the very end of the Peace and Conflict unit, have students journal once again on these same issues. Then ask students to reflect on differences in their journal entries—either in writing, in pairs, or in small groups. / This activity can be used to establish individual student’s baseline knowledge. It can also be used as a pre-assessment.
NOTE: Journaling will be used throughout this curriculum at a variety of stages. In addition to official journaling assignments, students should be encouraged to continuously record thoughts and questions that surface during this course.
Assignments/Homework / Prior to Beginning the Lesson
·  Journal about your understanding of conflict.
·  Vocabulary-building exercise may be done in a variety of ways. For example:
1) Have every student review the entire list on their own
2) Break the vocabulary list into sections based on the number of students in the class and ask students to define words in their assigned section. Combine the various definitions and circulate a complete list to the class for reference throughout the lesson. / Journaling can be used as a pre-assessment or simply as a way of establishing student’s baseline knowledge.

Lesson Two: Historical Tensions and Inequalities

Target Understanding:
·  The background and history preceding conflict in Somalia, Liberia, South Africa, Rwanda, and Sudan
Enduring Understandings
·  Understand historical events and social and political trends in a specific region during a pre-conflict time period.
·  Understand that different groups have their own individual circumstances, viewpoints and desired outcomes in any society.
Topic of Lesson
This lesson will examine the history and trends of African regions before they enter a period when conflict begins to manifest. Among those are inequitable patterns of settlement, economic dynamics, social, religious and cultural prominence, etc.
Time Frame: 3-4 days
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Curricular Materials / Supporting Case Docs
South Africa
Documents:
Native Life in South Africa (1913)
The History of Apartheid in South Africa
Modern History Sourcebook: The Case For Apartheid
Profile:
http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1071886.stm
Timeline:
http://news.bbc.co.uk/1/hi/world/africa/1069402.stm
Sudan
Documents:
History of Sudan from Embassy
People of Sudan
Sudanese Washington Post article
Profile:
http://news.bbc.co.uk/1/hi/world/middle_east/country_profiles/820864.stm
Timelines:
http://crawfurd.dk/africa/sudan_timeline.htm
http://news.bbc.co.uk/1/hi/world/middle_east/country_profiles/827425.stm
Liberia
Documents:
Liberia Globalsecurity.org
Story of Liberia from PBS.org
Liberia and the United States: A Complex Relationship
Profile:
http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1043500.stm
Timelines:
http://news.bbc.co.uk/1/hi/world/africa/1043567.stm
http://www.pbs.org/wgbh/globalconnections/liberia/timeline/index.html
Rwanda
Documents:
The Creation of Ethnic Division in Rwanda I.doc
Genocide in Rwanda by Anup Shah – Globalissues.org
Profile:
http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1070265.stm
Timeline:
http://news.bbc.co.uk/1/hi/world/africa/1070329.stm
Ethiopia
Documents:
Overview of History of Ethiopia
Post WWII History of Somalia
Profile: http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1072164.stm#media
Timelines:
http://news.bbc.co.uk/1/hi/world/africa/1072219.stm
http://www.civicwebs.com/cwvlib/africa/somalia/1994/dawn_of_civilization/index.htm /

These are readings (primary and secondary sources) on the various historical contexts of the conflicts chosen as case studies for this lesson. They are not comprehensive, but do represent models of challenging materials from various perspectives. The documents listed are provided in Section 3:Documents at the end of this curriculum.

Lesson Overviews / Day 1:
·  Overview of lesson and cases.
·  Divide students into groups of 2-4
·  Introduce timeline project and hand out historical case material. (Use either provided materials or your own historical cases)
·  Have students read their cases and full timelines and identify groups, events and trends for their own timelines. Students should include in their timelines: time periods, major events and trends, and stakeholders involved.
·  Introduce poster project and provide time in-class and after-class for students to research and gather materials for the next day’s lesson. These materials can include articles, excerpts, stories, photos, songs…etc.
Day 2:
·  Students spend the first half of class creating posters that explain the historical contexts of the region their conflict is from. They should incorporate and enhance their timelines, gathered materials and comments in this. For more detail, see Section II.
·  For the second half of class, each student will write a letter to a family member from the point of view of one of the major figures/groups in his/her conflict. They should also include what they want to happen in the future. See Section II
Day 3:
·  In the first half of class, students will read their letters to fellow group members to gain understandings of alternative perspectives. The students will then add the stories to their posters.
·  In the second half of class each group should present its poster. Have a discussion in the class about each conflict. Some questions for discussion include: Of the groups involved in each conflict, which ones seem content? Why? Which ones seem frustrated? Why? Are there any differences in what they want to happen in the future?
Summary activity / Students will write a letter (1-2 pages) in the first person of a figure or group in their region to a family member during a time period just before conflict manifestation. Each student will choose a different group. Students should highlight their group’s/figure’s social status, cultural dynamics, economic and political situations and their hopes as well as concerns for the future. A good story will convey what it was like to be a member of the group during that time period, as well as generate empathy for that group.
The students will present the stories along with their posters from previous exercise to the entire class.
See Letter to Family Member in Section II for more details.
Assignments/Homework /

Day 1:

·  Groups finish timelines for their case. Homework, research and gather materials for poster exercise.

Day 2:

·  Create posters telling the history of assigned region. These posters are a synthesis of student research, and should be posted around the room to be referenced during the rest of this unit.
·  Each student writes first person short story for their group. These stories should be added to the posters.

Day 3:

·  Class presentations and discussion

Lesson Three: Manifestation of Tensions

Target Understanding:
·  The background and history of conflicts in Somalia, Liberia, South Africa, Rwanda, and Sudan
Enduring Understandings:
·  Cultural, social, political, and economic inequalities manifest themselves in a variety of ways
·  Not all manifestations of inequality result in violent conflict
·  Manifestation of tensions related to inequality represents a transition stage between inequality and violent conflict
Topic of Lesson:
This lesson will examine the manifestation of tensions in distinct and noticeable ways. Among those are the creation of political parties, protest movements, laws, regulations, etc.
Time Frame: 4 days
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Details

/ Comments
Curricular Materials
(see Section III: Documents) / Liberia: “Liberia: Emerging from the Destruction,” “Key Liberian Factions,” “Liberia Timeline,” “Liberia First Civil War”
Rwanda: “The Creation of Ethnic Division in Rwanda,” “Hutu Ten Commandments,” “From Negotiation to Genocide” (from The Rise of the Rwandan Patriotic Front – p. 494-497)
Somalia: “Ethiopia Party in Rebel Alliance,” “The Talibanisation of Somalia,” “Death for Somalians Who Shirk Prayers”
South Africa: “Apartheid Pass Laws,” “ANC Youth League Manifesto,” Mandela Speech – 1951, Statement by the Emergency Committee of the ANC
Sudan: “SPLA Mission,” “Timeline, Sudan,” “Sudan 'Backs' Janjaweed Fighters,” “The Tears of Orphans” /

These are readings (primary, secondary and excerpt sources) on the various conflicts chosen as case studies for this lesson. They are not comprehensive, but do represent models of challenging materials from various perspectives

Lesson Overviews / Day 1:
·  Overview of lesson
·  Review with students what manifestation is and why it is an important stage to recognize
·  Review cases from previous lesson. How might conflict manifest itself if each of those cases? This can be done as a discussion, and a journal entry, etc.
·  Students begin reading about their cases and begin taking notes. They should be taking care to look for particular occurrences that they think are stepping stones on the road to conflict, making a list as they read.
Day 2:
·  Students spend the first half of class further researching their cases, continuing to work on their lists.
·  The second half of class is used for working on Newspaper Projects. See Section II: Materials for Daily Lessons.
Day 3:
·  Students will work on newspapers for the class period. They will turn in their work at the end of the period.
·  In preparation for the next day, the instructor may wish to photocopy the articles.
Day 4:
·  Students should have time to review the articles written by other groups. One easy way to do this is to make photocopies for each student or each group.
·  Each student should then spend time taking notes on the ways in which other conflicts are similar to and different from their own conflicts.
·  Finally, either in class or for homework, students should write a Letter to the Editor of one of the other newspapers.
For more detail see Section II: Materials for Daily Lessons / Establishing a connection with the previous lesson will be an important part of introducing the concept of manifestation
This, of course, is flexible, but allowing students to view the work done by other groups will allow them to understand other conflicts as well as to see the work produced by their peers
Summary activity / Students will be work in groups on newspaper project for which they will write four to six articles detailing the manifestation of social, political, or economic inequalities into actions by individuals or groups. The articles they write will represent at least two different viewpoints and will take place before violent conflict begins, detailing the stage when political parties are formed, when leaders emerge, when protests occur, when laws are passed, etc.
Assignments/Homework /

Day 1:

·  Finish listing questions of things that need to be researched

Day 2:

·  Students will write a brief outline of the manifestation of conflict for their cases

Day 3:

·  Finish Newspaper Project
Day 4:
·  Compare own conflict with that of another group in Letter to the Editor Project / This can be a formal or informal assignment
All assignments can be done in class rather than for homework, but the timeframe of the lesson will need to be expanded

Lesson Four: Tipping Point into Conflict

Target Understanding:
·  General Understanding of how conflicts break into violence
·  Understanding of different manifestations of violence
Enduring Understandings:
·  Complexity of conflict and violence
·  Manifestations of violence
·  Alternatives to violence
·  Human nature of violence / Topic of Lesson:
This lesson will teach students how conflict can become violent. Students will learn how to identify and define various manifestations of violence. Students will be introduced to the roles of media, individuals, state and international actors in violent conflict.
Time Frame:
4-6 days
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