Get documents about "LESSON PLAN TEMPLATE - PDF
Document Sample
Scheme of Work
Year 8 - Conflict
Laura Arstall
PGCE Citizenship
(Tutor: Cathie Holden)
University of Exeter
Introduction
I developed this scheme of work out of a felt need to tackle this issue which
appears loud and clear on the key stage 3 national curriculum:
1g. The importance of resolving conflict fairly
but offers little in the way of direction.
I was also conscious that:
• contemporary global conflicts are seldom covered in the national
curriculum;
• thinking on the international level is often harder for students to
identify with;
• that students should be able to relate their personal experiences to
conflicts at a higher level;
• that interdependence is not always an issue that is easy to get across;
• the work of NGOs, UN and other organisations should be linked in with
this area of the curriculum;
• that contributing to peace is not just for NGOs and peacekeepers. In
other words it is a state of mind that people all over the world be they
artists, writers, thinkers, architects, have all taken part in and that we
can also be a part of.
It is a 4 lesson scheme of work for year 8 but could happily be extended in
length, and with a bit of work up to years 10 and 11 as some of the thinking
required is quite high level.
I have taken my inspiration from Oxfam’s education books on conflict, from
Christian Aid’s web pages on ‘Live Differently’ and ‘Making Peace’ in their
learn zone, and from Kanye West’s song ‘Diamonds from Sierra Leone’.
Further information about Sierra Leone can be found on the Christian Aid
website in the Le@rn Zone. In the Secondary section there is a section on
‘Live Differently’ assemblies, under this there is a Live Differently Archive
and in here you will find ‘Building hope’ which contains a lot of information
on Sierra Leone.
Conflict Scheme of Work summary
Lesson 1- Introducing conflict in our world
• Introducing conflict through a poster of a gun sculpture.
• Using newspapers to find examples of conflict at all levels
• Discussing why people get involved in conflict
Lesson 2- Examining conflict resolution
• Quiz to show there exist many different ways of dealing with
conflict and for students to get an idea of how they deal with
conflict
• Role play to examine different solutions to conflict in real life
situations
Lesson 3- What do we need for peace? - Sierra Leone case study
• Exploring the lyrics from Kanye West’s song ‘Diamonds from
Sierra Leone’
• A mystery on conflict in Sierra Leone – with two central
questions
Lesson 4- Using symbols of peace to explore what we can do for peace
• Looking at the gun sculpture again to explore the idea of
symbols of peace
• Reflective piece of work on what students can do for peace (free
choice with ideas given for inspiration).
Sadly I have not had the opportunity to teach these lessons yet, however based
my experience I would suggest:
Lesson 1: Preparing a selection of newspaper articles for students to look at.
This makes for a tidier classroom, a quicker exercise, fewer resources (scissors
etc needed) and helps students to be more focused rather than doing sudoku!
On the other hand it might be good for students to identify conflict situations
themselves.
Lesson 2: Have some school/home based conflict situations ready for students-
they don’t always come up with ideas that are easy to use.
LESSON PLAN: CONFLICT- INTRODUCTION
CLASS: Yr 8 DATE: November 2005
LEARNING OBJECTIVE/S:
• To understand that conflict takes many forms and can take place at many different levels
• To use newspapers to find contemporary examples of conflict
• To consider what causes conflict, what motivates people to get involved in conflict
RESOURCES REQUIRED
• Copy of free poster of gun sculpture from Mozambique- Live differently Archive from Christian Aid
(www.christian-aid.org.uk)
• Recent copies of a variety of newspapers- either from school library, students or own collection.
• Worksheet for analysing newspaper articles for less able students
LESSON OUTLINE:
Structure Groupings Activities
Introduction Whole class Show Christian Aid poster of gun sculpture from
(5 mins)
Mozambique. Ask them what they think it is and what they
are going to be looking at for the next few lessons? Explain
what it is and ask them what they think of it.
Ask the class to give you examples of conflict at school
Episode 2 Whole class
(5 mins) (naming no names). Write these up on the board
Give out copies of recent (ish) newspapers- ask students to
Episode 3 Pairs
look through finding examples of conflict. Ask them to think
(5-10 mins)
about where these conflicts are happening. Give sheet with
structured questions on for less able students.
Episode 4 Whole class
Ask students to give you examples of conflict from the
(5-10 mins)
newspapers. Write them up on the board. Ask them to
identify where conflict takes place- i.e. at different levels-
local, national, international.
Episode 5 Pairs Ask pairs to go back to their articles- choose 1 or 2 and try to
(5 mins)
identify what the problem was and how somebody
dealt with the problem (drop this if running over time and
use sheets to take home with one article for homework if you
want.)
Whole class Now ask students to think why people deal with conflict in
Lesson end/plenary (5- 10 mins)
certain ways. Why do people get involved in conflict?
ASSESSMENT/DIFFERENTIATION:
Where does diff. occur? What learning, and whom, will be assessed?
• Differentiation is done by giving the less able students the structured questions on the sheet.
• Assessment of these pupils can also be done by looking at the answers given.
• Assessment of others can be through analyses of articles and plenary
Evaluation of pupils’ learning:
After the lesson, on the reverse side of this plan you should evaluate pupils’ learning.
Conflict in the News
Using the newspaper articles you have found, try to answer the following questions:
Article 1
What conflict is happening/ has happened in the article?
…………………………………………………………………………………………………
Where is this conflict happening? Is it in an area near here? Is it in Great Britain, in Europe
or on another continent?
…………………………………………………………………………………………………
Who is involved in the conflict?
…………………………………………………………………………………………………
…………………………………………………………………………………
How are they dealing with conflict? What role are they playing? ( Using violence, trying to
help stop it, asking someone for help?)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Can you work out why the conflict happened?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………....
…………………………………………………………………………………………………..
Article 2
What conflict is happening/ has happened in the article?
…………………………………………………………………………………………………
Where is this conflict happening? Is it in an area near here? Is it in Great Britain, in Europe
or on another continent?
…………………………………………………………………………………………………
Who is involved in the conflict?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
How are they dealing with conflict? What role are they playing? ( Using violence, trying to
help stop it, asking someone for help?)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Can you work out why the conflict happened?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
LESSON PLAN: CONFLICT RESOLUTION
CLASS: Yr 8 DATE: November 2005
LEARNING OBJECTIVE/S:
• To understand that there is always more than one way to deal with conflict
• To consider their own responses to conflict
• To examine the benefits and failures of different methods of dealing with conflict
RESOURCES REQUIRED
• Christian Aid ‘Are you a peacemaker?’ 4 question quiz from free RE resource RE Curriculum: Global
Citizenship, (http://www.christian-aid.org.uk/learn/schools/globcit/index.htm) page 19 on Living
Responsibly document;
• Result cards with explanations of Break-up, Intervention, Finding a solution together and Mediation
taken from Oxfam resource on Making Peace p.15- a version of which is attached.
LESSON OUTLINE:
Structure Groupings Activities
Introduction Individually Quiz: Are you a peacemaker? Give out the Christian Aid
(5 mins)
sheet (or project it on screen if poss. )with questions and ask
pupils to answer according to a, b,or c. Ask students what th
can see from these questions and answers- i.e there is always
more than one solution.
Episode 2 4 Groups of 6 or 7 Ask students in their groups to come up with a conflict
(25-30 mins)
situation either from school, or otherwise. Ask students to
perform this conflict situation but to end it using the method
given to them on a piece of card. These are Break up,
Intervention, Finding a solution together and Mediation.
Each group performs their piece and the rest of the class
has to note down what method of conflict resolution
was used, along with its advantages and disadvantages.
Bring these ideas together at the end and write them up on
Lesson end/plenary Whole class
(5-10 mins) the board or ask a student to put them on a laptop
so there is an automatic handout afterwards. Otherwise ask
students to make notes of any important ideas from the
board in preparation for a larger assessment piece in the
final lesson.
ASSESSMENT/DIFFERENTIATION:
Where does diff. occur? What learning, and whom, will be assessed?
• Working in groups so no need to differentiate
• Assessment can be done by focusing on students in 1 particular group
Evaluation of pupils’ learning: After the lesson, on the reverse side of this plan you should evaluate pupils’ learn
What’s the solution?
Cards for role play on conflict resolution, taken from Oxfam resource.
Break up
The conflict ends in a big argument where both sides fail to reach an agreement
Intervention
Somebody neutral intervenes and stops the conflict. Everyone involved is disciplined
Finding a solution together
Those involved work out their own solution. Either one side gives in or both sides
compromise.
Mediation
Another person acts as a mediator. This mediator is someone not immediately
involved in the conflict who agrees to act on behalf of both sides to help them resolve
it. He or she does not necessarily find any solutions but encourages both sides to look
for common ground and come to some agreement.
LESSON PLAN: CONFLICT- What do we need for peace?
CLASS: Yr 8 DATE: November 2005
LEARNING OBJECTIVE/S:
• To understand the concept of interdependency and responsibility
• To become familiar with groups working for peace- UN, NGOs
• To explore the conditions necessary for true peace.
RESOURCES REQUIRED
• Kanye West song- Diamonds from Sierra Leone Remix version only and lyrics (available from a variety of
sources)
• Mystery cards on Sierra Leone
• CD player
LESSON OUTLINE:
Structure Groupings Activities
Introduction Whole Class Kanye West’s ‘Diamonds’ song. Give students a copy of
(10 mins)
lyrics with important part highlighted. Ask them if they have
any questions. Ask them to explain what Kanye is singing
about.
Mystery on Sierra Leone (see sheet- cut out cards, give one
Episode 2 Groups of 4
(25 mins) set to each group). Ask students to answer
1) ‘Who is helping change the situation in Sierra Leone?’
Here the objective is to recognise those working for peace-
the UN peacekeepers, the British marines and importantly
NGOs such as Christian Aid.
2) ‘How are they helping to do this?’
Here the objective is to recognise that NGOs like Christian
Aid are working to rebuild communities, and that peace is
not just the absence of war. Societies need schools, homes,
health, food, jobs etc to be able to stay peaceful.
Lesson End/Plenary Whole class Bring groups together to answer these two questions- sharing a
(5 mins)
their ideas, asking groups to write their answers down on the
board or if time is short and responses are flowing ask a
couple of students to write them down to make a comprehen
list of ideas which can then be copied for everyone to have.
ASSESSMENT/DIFFERENTIATION:
Where does diff. occur? What learning, and whom, will be assessed?
• Differentiation occurs through mystery- each is thinking to their top level
• Assessment by going around groups during mystery and asking questions.
Evaluation of pupils’ learning:
After the lesson, on the reverse side of this plan you should evaluate pupils’ learning.
Diamonds from Sierra Leone (REMIX)- Kanye West.
Diamonds are forever
they're all I need to please me
they can't stimulate or tease me
they won't leave in the night
have no fear that they might
desert me
"Diamonds are forever forever forever"
throw ya diamonds in the sky
if you feel the vibe
"Diamonds are forever
the ROC is still alive
everytime I rhyme
"Forever and ever!"
for ever ever? for ever ever? ever ever?
ever ever? ever ever? ever ever? ever ever?
Good Morning, this ain't Vietnam still
people lose hands, legs, arms for real
little was known of Sierra Leone
and how it connect to the diamonds we own
when I speak of Diamonds in this song
I ain't talkin bout the ones that be glown
I'm talkin bout Rocafella, my home, my chain
these ain't conflict diamonds,is they Jacob? don't lie to me
mayne
see, a part of me sayin' keep shinin',
how? when I know of the blood diamonds
though it's thousands of miles away
Sierra Leone connect to what we go through today
over here, its a drug trade, we die from drugs
over there, they die from what we buy from drugs
the diamonds, the chains, the bracelets, the charmses
I thought my Jesus Piece was so harmless
'til I seen a picture of a shorty armless
and here's the conflict
it's in a black person's soul to rock that gold
spend ya whole life tryna get that ice
on a polar rugby it look so nice
how could somethin' so wrong make me feel so right, right?
'fore I beat myself up like Ike
you could still throw ya Rocafella diamond tonight, 'cause
SIERRA LEONE MYSTERY
(Information taken from Christian Aid – www.christian-aid.org.uk)
The war has destroyed the economy.
Sierra Leone is home to 5 million people
The average income is just £110 per
year
In richer countries people buy diamonds Some rap and R’n’B stars buy
for engagement rings diamonds to show off their wealth
United Nations Peacekeepers help to
Civil war started in 1991
keep the peace.
A peace agreement was signed in 1999
Children as young as 8 have been but half the country is still under the
known to fight as soldiers in the war control of the RUF (Revolutionary
United Front).
Christian Aid is working with farmers
After the peace agreement the British
to help them start growing crops again
marines came to help keep the peace
after the war devastated their land
68% of people live below the poverty 2 million people have been forced to
line leave their homes.
The civil war was between the people of Child soldiers find it difficult to return
Sierra Leone and the Revolutionary to normal life once they have finished
United Front (RUF). fighting.
Children are often used to fight in the
Half the population is under 15
war.
Ex-child soldiers have been promised Many teachers have not been paid in
free school for 3 years. months
There is 1 teacher for every 65 pupils Diamonds should be a source of wealth
for Sierra Leone
Smuggling diamonds out of the country
Sierra Leone was once ruled by Great
means that the people of Sierra Leone
Britain
never see the wealth they should bring
Teachers work hard to educate children
Most diamonds are smuggled out of the
who have suffered during the war but
country
sometimes there aren’t even any desks.
Christian Aid is one organisation that
works with the people of Sierra Leone to
Sierra Leone is in west Africa help build classrooms and to buy desks
for children.
Women in Sierra Leone are now being
Life expectancy is 38 years
helped to read and write and even set up
their own business by local NGOs
Several NGOs are working to help
prevent the spread of HIV amongst the
population of Sierra Leone
LESSON PLAN: CONFLICT- What can we do for peace?
CLASS: Yr 8 DATE: November 2005
LEARNING OBJECTIVE/S:
• To see how working for peace is represented through different mediums
• To understand that peace requires participation and how we can participate creatively or simply
by reflecting on our own behaviour.
RESOURCES REQUIRED
• Poster of gun sculpture as in lesson 1.
• Copies of ideas from plenaries of lessons 2 and 3
LESSON OUTLINE:
Structure Groupings Activities
Introduction Whole Class Revisit the war in Sierra Leone. Ask students if they can
(10 mins)
remember what this country is rich in? Ask them what
happens to these diamonds? Explain that diamonds from
war zones are known as conflict diamonds- so they have
become a symbol of war.
Now revisit the gun sculpture as a symbol of peace. Can
pupils think of other symbols of peace and where they might h
come from. E.g poppies, white dove. (This might also link in
well with art lessons or history lessons on the Spanish Civil War
and Picasso’s Guernica if you want to try and be cross
curricular).
(For older or more able classes you could ask about the
plans for new buildings at ground zero in Manhattan. Are
these a symbol for peace? How powerful are these
creations? )
Episode 2 Individually
Ask students to A) Think what they would do for peace
(25-30 mins)
and B) What actions can they carry out to ensure peace?
With these questions and the work from previous lessons
in mind ask pupils to either:
A) design their own symbol, sculpture, building, garden,
or write a song or a poem for peace. They must explain
their work and how it might contribute to peace.
Ideas for these can come from art work, buildings,
peace gardens, which may be useful if pupils are a little]
stuck.
or if they prefer
B) they can reflect on these symbols or peace in general
explaining how they believe we can achieve it.
Finish this reflective piece for homework.
Homework
ASSESSMENT/DIFFERENTIATION:
Where does diff. occur? What learning, and whom, will be assessed?
• Differentiation occurs as each pupil chooses their own format to express their ideas on representing
achieving peace
• Assessment through reflective piece
Evaluation of pupils’ learning:
After the lesson, on the reverse side of this plan you should evaluate pupils’ learning.
Related docs
