Caught in the Crossfire pdf - Unicef

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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
LINKS TO A SOCIAL INQUIRY APPROACH So what do we now know about this? – What can I recall about what I have learnt? Do I understand the connection between children’s rights and conflict? So what does this mean for us/others? – Has my learning influenced how I would respond to TEACHING situations where children’s POINTrights are not being met? If so, how? When did New Zealand sign the Convention on the Rights of the Child and what responsibilities do we have as a result? Have I ever met someone who has experienced conflict or come from a country involved in conflict? How will being aware of some of the situations they may have known, witnessed or experienced help me to understand them better? Now what further learning do we need? – What more do I need to learn about children affected by conflict and meeting their rights? How do organisations like UNICEF respond to meet child or human rights/needs in other contexts? What further investigations could I make into the causes of conflict and why it is more prominent in some areas of the world than others? Now what might be done about it? – Where do I stand on issues regarding children’s rights? Is it an area I would like to get more involved with at a local or global level? If so how can I apply the knowledge and skills I have now or what knowledge and skills will I need to gain in the future so I can contribute towards the goal of meeting children’s rights? Is there any particular context that interests me? On one side get them to write ‘attitude’ on the other ‘response’. In regards to attitude ask them in what ways do they think their attitude to children who have been affected by conflict has been altered or influenced by their learning – acknowledging that many will at some time encounter refugees who have been through conflict or may even currently have friends in this position. Secondly since they have learnt how some people have sought the rights of children in conflict situations what now will their response be? Get them to write this in the response column. Students may need to be made aware of the options for responding, such as: using their future career to help those caught in this situation, seeking more information, sharing the information they know so more people are made aware of it, or contributing financially or in kind to those who help these children, and no response is also a valid response. Students themselves may come up with other options. If your class has access to suitable technology they could make a short video clip about their intended response to go alongside their social networking page or magazine article. Task Four – Drama and Debate Choose one of the options below to help students consolidate the information they have learnt and to conclude the unit: a) Hot Chair – Seat students in a circle with one empty chair. The empty chair represents a person the students can ask questions of. Once a question has been asked of the chair a student who wishes to respond goes and stands behind the chair and gives an answer from the perspective of the person on the chair then sits down again. This carries on until you decide to wrap it up. Suggestions for the persona of the ‘chair’ – a child who has been caught in conflict; a government official of a country affected by war; an aid worker involved in child protection. You may wish to have a go with several personas depending on time. b) Debate – Split the class into two teams. The topic for debate is, ‘Meeting children’s rights is a lost cause in conflict situations.’ Allocate one team as being for and one against the statement. Give the groups 10 minutes to come up with ideas. One minute before time is up announce to the groups that they will actually be debating from the opposite perspective (ie: swap the allocation of for and against). Allow debate for 10-15 minutes; one person speaking at a time; students must raise their hands if they wish to say something and the teacher chooses who gets to speak. This exercise challenges students to critically examine the topic from both sides. Assessment Multi-choice test ( see page 28) PAGE 27
Page 1 and 2: Caught in the Crossfire A year 10 S
Page 3 and 4: Contents Unit Plan 2 A Social Inqui
Page 5 and 6: Teaching and Learning Activities 1.
Page 7 and 8: A Social Inquiry Overview Focus of
Page 9 and 10: LINKS TO A SOCIAL INQUIRY APPROACH
Page 11 and 12: Wacky Words Child Soldiers (now mor
Page 15 and 16: Impact of Conflict on Children PAGE
Page 19 and 20: Assignment Caught in the Crossfire
Page 23 and 24: Response Life saving Life saving Pr
Page 27: In 2008 UNICEF built on the knowled
Page 31 and 32: True or False? Read the statements
Page 33 and 34: Lesson Four Answers to Mix and Matc
Page 35 and 36: Task 3 - Possible benefits of Rapid
Page 38 and 39: Photo Captions In order of appearan

Caught in the Crossfire pdf - Unicef

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