Caught in the Crossfire pdf - Unicef

Lesson Six Disarming Myths and Summing Up
AIM
To get students to look at their
own and others perceptions of
the delivery of aid in developing
countries versus the reality - as
our perceptions often influence
our actions. To get students to
synthesise the information they
have learnt about how people
define and seek the rights of
children affected by conflict and to
take stock of their own learning.
WHAT TO LOOK FOR
Mechanisms
Design learning experiences that
interest students – enhance the learning
experience by utilising drama or debate
to synthesise learning.
Developing critical thinking
Observe the students response as they
examine the validity of their own and
others beliefs. See if they are grasping
the value of critical thinking.
Task One – Homework Discussion
Discuss the answers students received to the homework questions. Following the
discussion take a look at the reality -
1) The majority of aid workers employed by UNICEF are nationals (ie: from the country
where they are working). Luciano head of UNICEF’s emergency operations in Iraq said
more than 90% of the people on their staff are Iraqis. Also, international staff come from
all countries around the world, not just western or developed countries.
2) Organisations helping in emergencies often work together. For example, one
organisation might take responsibility for the delivery of food in a refugee camp while
another oversees water and sanitation. Quite often organisations will have strengths
in particular areas. For example, because UNICEF is an agency dedicated to children
the area of child protection is one of our strengths. Helping people in an emergency is
not a competitive task - it needs careful coordination and cooperation. A lot of factors
determine how successful the coordination of the response to an emergency will be
such as how easy it is for all groups to communicate, the scale of the emergency, and
the amount of emergency preparedness planning done in the region.
3) This question was subjective - there are no correct or incorrect opinions, however, it
gives insight into how people think about conflict situations.
Task Two – True or False?
Students decide whether the listed statements on page 29 are true or false. Provide the
correct answers (provided on page 33) and then get them to share in pairs anything that
came as a surprise to them.
Task Three – Summing Up
ATTITUDE
RESPONSE
a) Recall: Get students into pairs and then ask the class to stand in two lines with
each pair facing each other. They then take turns talking non stop for one or two minutes
about anything they can remember learning during the unit – the key is they have to
keep talking! The student not talking must listen quietly.
NOW WHAT?
b) Now what? Now that students know what they do, how will it affect their future
actions? Get students to draw up a page in their books so it looks like the example on the
left. Alternatively, this could be done with a large piece of paper as a group exercise.
PAGE 26
Caught in the Crossfire A year 10 Social Studies unit on children affected by conflict