Caught in the Crossfire pdf - Unicef

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Unit Plan Title of Unit: Caught in the Crossfire Context: Children affected by conflict Year: 10 Level: 5 Setting: Global Perspective: Age Duration: 6-8 Periods Approach: Inquiry Achievement Objective Students will gain knowledge, skills and experience to understand how people define and seek human rights. Learning Outcomes Students will: • Understand how the affect of war on children has led people to define and seek to meet children’s rights • Develop an empathy towards and an awareness of children who live without their basic rights being met • Be better empowered to assess and decide upon their own responses by studying how others respond to situations where children’s rights are compromised Learning Area Identity, Culture and Organisation Students learn about communities who experience conflict and how the changes to the functioning of these societies during time of crises affects children. They also learn about the role of organisations and individuals who seek human rights in this context and what influence their actions have on children impacted by conflict. (The Identity, Culture and Organisation learning area wording from the NZ curriculum has been tailored to the context). Key Competencies Thinking – using creative and critical thinking to develop understanding; take informed action and make decisions through problem solving; and apply knowledge and research. Participating and Contributing – connecting with others and being able to contribute appropriately to the global community; understanding the importance of rights, roles and responsibilities to the social, cultural and economic operation of society. Values Students will be encouraged to value: • Innovation, inquiry, and curiosity, by thinking critically, creatively and reflectively. • Integrity which involves being honest, responsible and accountable and acting ethically. • Community and participation for the common good. • Respect for themselves, others and human rights. Assessment Assignment – Students are required to communicate the concerns of children affected by conflict to the New Zealand public through the creation of a social networking page or a magazine article. An assessment matrix is provided. Formative Assessment – Although not graded, marking the activities throughout the unit will provide an indication of students’ current understanding and highlight areas where more learning support is required. Of particular interest may be the completed graphic organisers, students own definitions of life saving, life sustaining and development, the completed activities from the lesson on new innovations for use in emergencies, and the attitude and response sheets from lesson six. Unit Review – A short multi-choice test at the end of the unit is designed to ascertain if the unit’s learning outcomes have been achieved. Resources Required CD (see pocket on the inside cover of this resource) Access to computers and the internet Newspapers Data Projector (to show a power-point presentation) Using Language, Symbols, and Texts – using text and images to convey and learn ideas through an assignment and in class work, and using oral language through discussions and sharing to help students convey and construct knowledge. Relating to Others – relate to others by negotiating solutions in a group, listening to others’ viewpoints and voicing opinions.
Teaching and Learning Activities 1. Introduction to the unit through two topic ice-breakers. One looks at child soldiers using video clips and case study excerpts before getting students to participate in value continuums about issues surrounding children’s involvement in war. The other splits the class into groups and gets them to work out their response to a given scenario involving children affected by conflict. An optional glossary exercise is provided to familiarise students with uncommon words used in the unit. ©UNICEF/AFGA2009-00006/Shehzad Noorani part of seeking to address the needs of children affected by conflict. An assignment (see assessment) is given to be completed by the end of the unit. 2. Students brainstorm the effects of conflict on children using a Y-Chart and then take a look at the global distribution of conflict. This is followed by a comprehension activity where students complete a graphic organiser showing the different ways a child’s life can be impacted by war. The graphic organiser associates the effects of war on children with child rights. 3. Looking at recent newspaper articles about conflict, students examine how children in conflict are portrayed by the news media and discuss ethical guidelines for reporting on children. A teaching point illustrates how defining what children’s rights are is a necessary 4. Examples of how people are currently seeking to meet the rights of children affected by war, are covered in this lesson. Using a power-point, students are informed about UNICEF’s responses to help children at different stages throughout a complex emergency. A mix and match activity, matching captions, images and stages of response is then carried out in groups. An optional game to further students’ ability to process the information is also provided. 5. The development of two new innovations employed to help children in emergency situations are investigated: One through online research and analysis, and the other through a flow chart and the application of information taken from a piece of written text. 6. Common myths associated with seeking or responding to human rights in complex and natural emergencies are addressed through a true/false exercise. Learning undertaken throughout the unit is processed and evaluated through several activities including drama or debate. As part of this lesson students decide on their own personal response to what they have learnt. © UNICEF/NYHQ2009-0533/Photographer Unknown
Page 1 and 2: Caught in the Crossfire A year 10 S
Page 3: Contents Unit Plan 2 A Social Inqui
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 and 28: 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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