- Review Process
- Take Action
- A project of
This collection of 8 lesson plans draws on vast amounts of source material. Case studies and demographic information by country help students investigate the complex subject of conflict around the world. The lessons are best completed as a set (but can be done individually if time is pressing). The lessons employ a wide range of pedagogical approaches including: individual reflection, think-pair-share, small group discussion, true or false statements, documentary storyboarding and various teacher led discussions. The 8 lessons are as follows:
Lesson #8 could be used as a great culminating activity of the lesson unit on conflict.
This resource specifically teaches students group work skills, brainstorming techniques, methods for individual reflection, and what goes into making a documentary.
This resource is really engaging and there are interesting teaching ideas included in each lesson. The handouts are clear and easy to use. the lesson as a whole works towards students creating a sense of empathy and understanding as to how conflict affects individuals. The package is up to date and there are web links provided to support teachers and students in gathering further information.
The lesson package does not included any assessment and evaluation tools. This would greatly enhance the resource. Lesson #1 would benefit from some scaffolding for the students to do research with. Lesson #2 would benefit from more images of war for students to look at and analyze.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
The various source documents have contributed to students analyzing many different points of view as necessary to address the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The resource does this adequately enough, although there is no connection made to how Canada and other governments have played a role in the problem of war and conflict.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Students are encouraged to develop a script for a documentary as the final activity which, if followed through with, could be a really great action experience for students to complete.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
In every one of the 8 lessons, students are given a chance to identify, clarify and express their own beliefs and values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
This is done very well.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The lesson plans focus on the recent past and present.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Throughout the document, students are encouraged to reflect and present their ideas based on their own experience and the research. The lessons are ordered in a way that allows students to build upon their previous knowledge.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are engaged in numerous activities which allow them to discover and build knowledge, concepts and principles around war and conflict.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students are given numerous chances to have direct, authentic experiences of how war affects individuals. It is a simulation experience that allows them to move through how conflict affects individuals.
|Experiential Learning: |
Authentic learning experiences are provided
There are many opportunities for students to work cooperatively and build skills which are explicitly taught and practiced.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no assessment and evaluation methods/mechanisms provided in the resource. This would be a benefit to the resource. There are opportunities to do assessment and evaluation in the lesson.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The case studies that are provided are excellent.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|