Conflict+and+Crises+Course+Resources

Conflict and Crisis in the 20th and 21st Century (A)Vocabulary & Concepts: i) to work through with : atrocities / humanitarian crisis / ethnic cleansing /depravity /evil / conflict (internal / external) / displacement
 * Unit 1 - Topics of Study: Concepts & Controversy**

ii) Activity on defining human rights & UDHR



iii)



- “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

vi) 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 …) ~ 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 1 - Culminating tasks:**

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:
 * Unit 2 -** Topics of Study: Genocides (Holocaust WWII / Rwanda 1994)

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)

Instructions - 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

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

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  Preparation: readings / films / biography of speaker  Questions: prepare questions ahead of time  Summative project (individual)
 * Guest Speakers:**
 * Volunteers CCIJ, Norm King **
 * UNIT 5 - Summative tasks**

Film Study

~ Stories of Activism and Resistance = Summative conference (class) = ~ National Day of Remembrance and Action on Mass Atrocities (April 23rd)

Poster

=__** ~planning the conference **__= __**Living activism**__= Proposal

Event Planning for Students

Conference Program

Invitation to Schools

Self Evaluation

Romeo Dallaire Senate Address immediately after Conference

Donation letters

Final Report and Financial Report

PICTURES



Summative essay / exam (individual)

Resources:







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