دليل المعلم Moral – Social – Culture اللغة الانجليزية الصف الحادي عشر الفصل الأول
Introduction
This unit explores wide-ranging issues Of peace and conflict. TO create a sense Of initial lessons with issues at the level of the individual. Subsequent lessons then move to wider issues of conflict, groups
and countries. The unit then ends by coming back to the actions and beliefs Of individuals, considering how this is linked to conflicts which are both small and large in SCOFk Below is a summary of the elements Of each lesson
Lesson 1 provides a useful introduction to the terminology Of conflict, which acts as a foundation for the exploration offurtherideas This lesson is fxused on individual conflict, which should make the concepts relevant and meaningful for students. The causes Of conflict are examined, along with general approaches to its resolution. This lesson should provide some for reflection
Lesson 2 builds on the previous lesson, by providing a specific for con- flict resolution. Additional mechanisms for making conflict resolution successful will explored. Common obstacles to conflict resolution will identified, with advice on ho•vv to overcome these. In rnany ways, this is the key lesson Of the unit; the guidance provided to students could potentially transform their lives and is likely to of direct relevance throughout their lives. Students should encouraged to refer back to this material on
an basis
Lesson 3 moves from' conflicts that are small in scogp, to those that are larger, with a fcxus on war and the main causes of war. Students should able to identify the main causes of war, in real and hypothetical examples. An in-V)rtant element of this les- son is to encourage students to develop their critical thinking skills. To this end, students should need to strike the right balance tptween scepticism and the taking of evidence at face value. adapting Ekliefs with sensitivity as new evidence emerges. There should a that, sometimes, there is genuine uncertainty in fully understanding complicated conflicts
Lesson 4 continues with the themeofwar,examining 'just war theory'. The principles of just war theory will applied to real and examples. Throughout the teaching Of this lesson, an emphasis can and should placed on how difficult it is to justify the use of violence in the form of war
Lesson 5 moves from war to peace. The lesson fxuses on the role of international or- ganisations in resolving conflicts and maintaining A range Of specific peacekeep- ing activities are also described Aspects of conflict resolution methcds in earlier lessons should identifiable here, demonstrating the link tktween resolving individual conflicts and international conflicts
Lesson 6 develops further the theme of by looking at examples of and non-violence traditions. This lesson fcruses on individual beliefs and choices at:out action, in the context of wider conflict. This lesson draws together all of the issues of and conflict considered previously
Suggested Lesson Structure
1. Lesson Starter (5 minutes)
Write, or show, the following on the board or other presentation device you have available. It is a quote conflict: "monsters whcm•er should fights see it that become in the process to he monster not a"
Students need to unscramble the quotation. Students could write down the correct answer, with first to hold up the correct answer being the winner. This is ideally done using mini-whiteboards, but could done on The correct answer is
"Whcm•er fights monsters should see to it that in the prcxess he does not become a monster". This is a quote from the German philosopher, Frederick Nietzsche
The pugx»se of this activity is to capture a principle that underpins much of this whole unit. This is the idea that how we respond to conflict has a huge bearing on what kind of person we are, or what kind of we will become, Conflict can make us or worse as The content of this unit is designed to encourage us to
2. Describing Conflict (25 minutes)
One way to test and develop understanding of the components of conflict description involves students creating written scenarios to match particular conflict descriptions
Split the students into small groups of three or four, and allocate to each group one of the following scenarios. Each group then has to create a fictional scenario that fits that conflict description, writing a description of the events that happened (a short story). Students should be encouraged to give rich details in their descriptions, to develop their literacy skills
Alternatively, students could draw a picture of their scenario, which they then describe to the rest of the class, or they can write/draw a
3. Identify the Causes of Real Wars (23 minutes)
Reflecting on real wars, and their likely causes, is the way to appreciate the main causes of war. The Student Book Action Tasks are designed for this purpose. One way this activity could be used is to get students to produce intra-
group presentations. In groups of three, each of the group is one of the three Action Task case studies: the Italo-Turkish War, the Ragamuffin War or the Khmer Rouge. Students examine their case study and identify the causes of the war. They then take it in turns presenting to the other two students their case Study, and explaining what the causes of the war are likely to have It could useful for students to conduct a small amount of additional research, while preparing their presentation
When describing this task to students, the language of the task can used to illustrate the difference between Interstate and Intrastate wars. This activity is intra-group, because the students are presenting within their group. If they were presenting to the other groups, it would an inter-group task
Each group should then review the case studies and rank the causes for how important they thought they were, with '1' the most significant cause. This could easily be extended into an inter-group discussion, to Compare answers
Here are some suggestions for likely causes in each of the case studies
Case Study: The Italo-Turkish War
Empire Building — Colonial ambitions
Resources — Libya was thought to be rich in minerals
Justice — The Italians thought that they were owed Libya for historical
Case Study: The Ragamuffin War
Economics — The southern state was suffering economically, relative to the rest of the country
Justice — The economic problems were seen as a result of unfair treatment
Politics — May connected to justice, the southern state thought that the country should be organised differently, to make it fairer
Case Study: The Khmer Rouge
Ideology — The Khmer Rouge believed in an agrarian utopia
Cultural and Religious differences — The Khmer Rouge wanted to get rid of religions and a particular culture on stxiety
Nationalism and Ethnicity - The Khmer Rouge wanted to preserve a particular ethnic identity by destroying minority ethnic groups