Conflict and Crisis in the 20th and 21st Century

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Unit 1 - Topics of Study: Concepts & Controversy
(A)Vocabulary & Concepts:
i) to work through with : atrocities / humanitarian crisis / ethnic cleansing /depravity /evil / conflict (internal / external) / displacement

ii) Activity on defining human rights & UDHR


- “Genocide & Genocide Convention” web quest and creation of power point by 4O students

- Essay reading: “Defining Genocide” by Huttenbach for 4U students – answers to questions assigned, to be discussed as a class

iv) web activity for class, 4 groups with power points to prepare on the Armenian Genocide, the Holocaust, the Rwandan Genocide of the Tutsis, + Prevention at each stage

v) experiments electric shock / Brown eyed – Blue eyes experiment

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excerpt from “Extraordinary Evil: A brief History of Genocide” – perhaps Chapter 3 – “Genocide: Bullying to the extreme” pages 51-80.

(B)Case studies in controversy: Armenian Genocide WWI & Beothuk Genocide Canada
Armenian Genocide Materials:
~ Readings:
4O/4U - Excerpts from: “Facing History, Facing Ourselves – The Genocide of the Armenians”
- Chapter 3 - Reading 4: Neighbour Turns Against Neighbour, p. 68
- Chapter 4 – Genocide, p. 81
- Chapter 4 – Reading 1: Evacuation, Deportation, and Death, p. 83
- Chapter 4 – Reading 2: Under the Cover of War, p. 87
- Chapter 4 – Reading 6: Women and Deportations, p.101
- Chapter 5 – Reading 7: The Eyes of the World, p. 134
- Chapter 6 - Reading 5: Acquitting the Assassin, p. 165
4U – “Case Study 1 – The Armenian Genocide” by Richard G. Hovannisia, in Sam Totten’s Teaching About Genocide: Issues, approaches and Resources, 2004, pages 75-91.
~ Film excerpts: Ararat – Atom Egoyan & BBC documentary “The Betrayed – The Armenian genocide”, both on You tube
~ Web quest on sorting out the controversy Armenian Genocide vs. Turkish denial

Beothuk -materials:
~ Film: Stealing Mary – The Last Red Indian (Beothuk)”, on You Tube?
(C)Personal introspective for art component – throughout unit:
~ written prompts to fill human profile of each student on paper = geared to building on value of every human life (head will have name, age, gender = bodies will encompass all that each person is … values, relationships …)
Unit 1 - Culminating tasks:
~ Iceberg (personal writings converted into collage on life size body profile)
~ Opposing viewpoints (O = paragraph response / U = reflective paragraphs)
~ class or group (making numbers real – penny drive / milk-bread tags)?
~ Quiz

Unit 2 - Topics of Study: Genocides (Holocaust WWII / Rwanda 1994)
i)History of both genocides … materials to be listed later …
ii)Method of student study - Comparative analysis (O – oral, U – written) students select one of the two options below:

Holocaust: graphic novel & Polish film, "In Darkness".

Rwandan Tutsi Genocide: graphic novel, "Sometimes in April "film.

Culminating tasks:
~ reading comprehension work (written)
~ film comprehension work (written)
~ comparative analysis of graphic novel & film
~ application of concepts from Unit 1 (oral)
~ Quiz
Unit 3 - Student choice focus - A Conflict or A Crisis – Investigations by students

i)Topic list to be determined: Darfur, Sudan / First Nations in Canada / Arab Spring: Syria, Libya, Yemen, Egypt / Cambodian genocide / Genocidal acts in Bosnia, Croatia / Congo / Human trafficking / Rape as a tool of war …

Culminating tasks – student centered study:
~ Task 1, pre-conference – Exposé on Conflict or Crisis of choice (poster board)

- Each exposé will touch on background history / perpetrators & victims / motivations / nature of violations / facts & figures (scale? discrepancies explained?) / denial? / media reporting (who? How? Headlines TV, newspaper, language, foreground, background) / films, documentaries, books …

Task 2 Book Group Assignment Selection of books
post-conference - Independent reading – non-fiction, narrative

Assignment for Book Groups

- Individual log entries addressing themes
- Meetings in small groups working on the same book / theme

Evaluation for Individual Book Group Contribution

Evaluation for Group Book Group

- Prepare oral presentation on selected panels

Unit 4 – Topics of study: Women and Children in Conflict and Crises
Teaching material – order to be determined later:

i)Film study – War Witch, 2012

ii) They Fight like Soldiers, They Die Like Children – The Global Quest to Eradicate the Use of Child Soldiers by Roméo Dallaire with Jessica Dee Humphreys, 2010.
Chapter 5: How a Child Soldier is Made, p. 104
Chapter 6: How a Child Soldier is Trained and Used, p. 131
*Note – also included in the book: Recommended readings, p. 291 / Recommended websites, p. 295

iii)Short story – source to be determined …
iv)A Long Way Gone – Memoirs of a Boy Soldier, by Ismael Beah
Chapter ?
v) The case of Omar Kadhr – Canadian Child Soldier detained at Guantanamo Bay Prison for 8 years
Culminating task:
~critique of media reporting (oral)?
~persuasive letter to government / or open letter to a newspaper
~ quiz
Guest Speakers:
Volunteers CCIJ, Norm King
Preparation: readings / films / biography of speaker
Questions: prepare questions ahead of time
UNIT 5 - Summative tasks
Summative project (individual)

Film Study

~ Stories of Activism and Resistance

Summative conference (class)

~ National Day of Remembrance and Action on Mass Atrocities (April 23rd)

poster good invitation

~planning the conference

Living activism=
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Event Planning for Students
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Conference Program

Invitation to Schools
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Self Evaluation

Romeo Dallaire Senate Address immediately after Conference

Donation letters

Final Report and Financial Report

PICTURES Dallaire and Erinexpose viewing

romeo dallaire
Senator Romeo Dallaire
photo Merivale

Summative essay / exam (individual)


Research Path - Social Injustice Summative 3U English (sources and links are suitable for Conflict and Crises)