Peace and Youth Culture 12 (Module 2)

“The Cost of Conflict”

“Every gun that is made, every warship launched, every rocket fired signifies in the final
sense, a theft from those who hunger and are not fed, those who are cold and are not
clothed. This world in arms is not spending money alone. It is spending the sweat of its
laborers, the genius of its scientists, the hopes of its children. This is not a way of life at all in
any true sense. Under the clouds of war, it is humanity hanging on a cross of iron.”
U.S. President Dwight Eisenhower, April 16, 1953

A. STAGE ONE: DESIRED RESULTS

1. Goal Statement for the Unit:
“Learners will deepen their understanding of the cost of war in terms of finances, humans, and
the environment, and the role of NGOs, UN peacekeepers, and citizens in assisting in
mitigating the various costs.”

2. Big Ideas or Enduring Understanding:

Students will understand that...
1. Conflict has deep implications for humans, finances, and the environments, and that
these impacts are interconnected.
2. The “costs” of war have a “long tail” long after the conflict itself is over.
3. Citizens, NGOs, and governments have an obligation morally, and in many cases
legally to help nations and citizens during conflict.

3. Essential Questions Related to Understandings:

1. Are current global or national conflicts effectively measured in terms of financial,
human, and environmental costs?
2. To what extent are NGOs, the UN, and citizens effective in assisting nations and
their citizens during or after conflict?

4. Essential Skills/Processes Students will Need:

Students will be able to...
1. Independently research and organize information from multiple sources
2. Analyze conflict mitigation from the point of view of NGOs, the UN, and citizen
groups in order to determine the best integrated course of action to assist civilians
3. Present a well-developed, cohesive, and engaging argument for effectively assisting
a nation in a conflict situation

5. Knowledge Students will Need (Content): (Unpack from prescribed learning

outcomes)
By the end of the unit, students will know that...
1. “Cost” is a relative term that refers to financial and non-financial outputs/detriments
2. Military expenditures have grown exponentially during this past decade, while aid
 has diminished
3. Canada has a history of peacekeeping, beginning with Lester B Pearson, that has
been challenged in the last decade
4. Canada has an obligation, or “right to protect” doctrine to help civilians in
international conflict situations
5. NGO's, or non-governmental agencies play a crucial role in assisting civilians during
conflict
6. Social media such as blogging, Twitter, and facebook can be powerful tools in
assisting citizens to communicate and build awareness about conflict in order to
mobilize political bodies to action in conflict situations

6. Authentic Culminating Project for Unit: (Design an authentic task that students need
to problem solve)
Mobilize politicians/citizens to immediately assist
G: What is the ultimate goal in this task?
in conflict intervention/aid
R: What is the role of the student? media/communications liaison
A: Who is the audience Member of Parliament/network members
S: What is your situation or context? Member of an online youth network
Conflict situation in a war-torn country needs
P: What is the problem or challenge?
attention
Eg/ "You have joined an online youth network concerned about a conflict zone. You are a
media and communications liaison. Your task is to research and develop a convincing multi-
media presentation for your membership and/or MP during a scheduled meeting on the
background and current status of the conflict, including a proposed plan to help assist the
victims and nation rebuild. Include: UN peacekeeping, appropriate NGOs, and how youth can
mobilize to help build awareness and bring aid to this war-torn nation. Your goal is to mobilize
your MP/membership to get Canada to help the civilians.”

B. STAGE TWO: LEARNER CONTEXT

1. Class Context: (General statement about class profile, including predispositions,
learning style/prefs, skills, strengths, challenges)
This cohort is from Salmo, so the students will basically be working through the course
together, though not necessarily at the same pace. There are three students with
experience in either travel or local service endeavours. The remainder may be taking
the course as an exploratory option. The students come from a somewhat socio-
economically disadvantaged region, and the challenge will be to engage them using
digital multimedia and open-ended (though skill-based) projects. I will have to build an
online learning community using web2.0 tools. Most of the students understand or are
intuitive with technology, but a couple will need coaching along the way via online
tutorials/resources.

2. Student Strengths: (How can specific strengths be harnessed during this

unit? Eg/ leadership, expertise, interest, technology)
1. Chris' experience in the Honduras can be leveraged in the discussion forum to help
other students understand the perspective of “soft conflict” from a peer. I know this
 from his introductory blog post at the beginning of the course.

3. Student Adaptations & Modifications: (Students who will need specific

strategies & resources to assist in learning)
1. Oscar will need more time to complete this unit, so I will have to coach him along—
the “audience” portion of the cumulative task can be adjusted for his cognitive level, or
the depth of research necessary can be reduced (adaptation)
2. Stefanie will benefit from collaboratively, via a wiki page, collecting resources with an
“online learning partner” or from teacher-posted resources (scaffolding learning)
3. Adrianna can submit her project non-digitally as her technology skills are weak
(adaptation)

4. How will you hook students into this unit?

1. Students view a teacher-created http://www.voicethread.com with images/music
from three conflict segments: Rwanda, Eastern Congo, and Afghanistan, and are then
asked to post three connections/observations they've made. They will have the
opportunity to hear/see other students comments even though they may not be at the
same place in the unit at the same time.

5. Assessment of prior learning: (What tool ie/checklist, KWL, traffic light,

survey, pre-write, partner talk will you use to inform instruction?)
1. Students take an online attitudinal and knowledge survey of conflict and their
understanding of the level and depth of human, financial, and environmental costs
using a survey tool at http://www.surveymonkey.com

6. Setting Goals: (Sample of rubric, checklist to set goals for unit achievement)
*See attached rubric for project

STAGE THREE: UNIT LEARNING SEQUENCE

1. Section One: Military Expenditures
• What has happened to military expenditures vs aid and investment in the past ten
years and why?
Assessment Task:
“Write a “mock” letter expressing your concern regarding military expenditures as opposed to
aid and investment to your Prime Minister (you can also write a blog post, or do a voice-
recording using your cellphone and upload to http://www.gabcast.com."

A. Connect: (Eg./ learning intentions, prior knowledge, goals, hook, discuss/partner

talk, pre-quiz, etc.)
1. Learning intentions (see above) are posted for the learners to see on the content page of
the module.
2. Online poll asking students to guess the overall global military expenditures for the Iraq war
using http://www.polldaddy.com
B. Learn/Do:
1. Technology Tool/s: Students use wiki to view resources, including web links, graphs, and
youtube videos
2.Groupings/Collaboration: Students work individually, but post comments using
http://www.dabbleboard.com or http://www.wallwisher.com to share viewpoints on the
information
3. Materials/Resources: Students view resources on military expenditures vs aid/educational
expenditures and write a “mock” letter expressing their concern (they can also write a blog
post, or do a voice-recording, ie./ “phone message” to their Prime Minister)
4. Feedback for Learning: The rubric is posted in advance, and a sample letter (generic) is
posted for the students. If students have questions, they can use the chat feature or email
me.

d. Closure/Reflection: (How will you close the lesson? Exit slip, wall graffitti, online
quiz, sticky note, revisit rubric, etc.)
1. Students are asked to post a brief comment in their digital assignment dropbox along with
their assignment.

2. Section Two: Cost of Conflict

• To understand war from psychological, physical, health, displacement, education, and
gender-specific violence perspectives
• To understand war from the perspective of short term and long term environmental
impact
• To learn about the role of NGOs in distributing aid and assisting victims in reclaiming
their lives
Assessment Task:
In this section, you'll be playing the role of a journalist who has had the chance to travel and
observe conflicts firsthand. Using the evidence below, you'll be compiling a blog for an online
NGO or non-governmental organization (see Glossary in nav bar) that details the impact of
war and conflict on humans and their environment. Use the aspects in the box above to tell
the story of conflict from either a
• general, overall impact on people & environment in conflict zones, with statistics or
• specific (create a fictional character) who tells about his/her experiences; you fill in the
stats
Explain how your NGO can best help this situation.

A. Connect: (Eg./ learning intentions, prior knowledge, goals, hook, discuss/partner

talk, pre-quiz, etc.)
1. Learning intentions (see above) are posted for the learners to see on the content page of
the module.
2. Use collaborative online brainstorming tool such as http://www.bubblus.com to brainstorm
the effects of conflict on the environment and humans. Post to blog by embedding html code,
and discuss. Students can also use iPod touch mindmap application and email to teacher
and/or each other.

B. Learn/Do:
1. Technology Tool/s: Wiki or website for resources, blog for individual assignment.
2.Groupings/Collaboration: Students work individually, but can use an online chat feature to
connect with each other to discuss the assignment.
3. Materials/Resources: Students view/read online resources, including web links, graphs,
and youtube videos on both human and environmental impact from a series of conflicts. A
graphic organizer is posted for downloading to assist those students who need or wish to
have an organizing framework. Students also access weblinks to several NGOs, and use
the graphic organizer to assess which impact would best be serviced by their mandate.
4. Feedback for Learning: The rubric for the report is posted in advance. I suggest to
students that they send me a copy of the graphic organizer for feedback before they continue
to the section assignment.
C. Closure/Reflection: Students are encouraged to post feedback and comments in their
digital dropbox when they upload their assignment.

3. Section Three: Genocide and Peacekeeping

• To learn about Canada's peacekeeping history
• To learn about the stages of genocide and what preventable measures are possible
• To learn and argue for or against intervention in a situation of injustice happening in the
world
Assessment Task:
Online Discussion Forum: “Should Canada intervene in conflict zones using peacekeeping
forces as opposed to military endeavours? Explain, using examples to justify.”

A. Connect: (Eg./ learning intentions, prior knowledge, goals, hook, discuss/partner

talk, pre-quiz, etc.)
1. Learning intentions (see above) are posted for the learners to see on the content page of
the module.
2. Online poll using http://www.polldaddy.com asking if Canada should intervene in
international conflicts.
2. Watch ten minute youtube clip about an interview with Romeo D'Allaire, former force
commander of UNAMIR, Rwanda. Use http://www.twitter.com to post responses/thoughts
about genocide, impact, intervention, etc..

B. Learn/Do:
1. Technology Tool/s: Wiki for posting resources, as well as using the discussion forum.
2.Groupings/Collaboration: Students work individually, but share opinions via Twitter.
3. Materials/Resources: Students download and review resource activity sheets on
genocide, the UN, Canada & Peacekeeping. They also watch the DVD “Shake Hands with the
Devil.” They begin “tweeting” comments based on short prompts from the teacher on the
resources before they get to the discussion forum. This way, they practice both micro-
blogging and posting at the same time.
4. Feedback for Learning: The rubric for posting in an online forum is posted in advance.
Feedback for learning is also given via an online quiz on Canada's peacekeeping history and
the United Nations using http://www.proprofs.com/quiz-school/ that is used for formative
assessment purposes only.
5. Closure/Reflection: Use http://www.twitter.com to post a final reflection on the impact of
this assignment in 140 characters or less.

Final Project:The Research Process

(Form a teaching partnership with your teacher-librarian and media specialist for
this section—you can team teach, and have your TL do this part)
1. Sourcing/Collecting Information: I post several links using a class wiki, and students are
encouraged to contribute as they go. I make sure to post not just website links, but audio and
video resources to differentiate for learners. Next time, I would use Twitter for them to “tweet”
resources for each other; it's a great way to comment and share! I would also highly
recommend http://www.slidebox.com as a fantastic way to gather, organize, and
comment/share your research information.
2. Organizing Information: I suggest to students that they can use their own wiki page to
collect and organize the research information (including multimedia resources) into the sub-
topics:
a) history, geography, and “motivator” of conflict zone
b) current military expenditures to date
c) effects on civilians and environment, if possible
d) proposed plan including appropriate/relevant NGO intervention, information on
peacekeeping intervention, and civilian awareness/mobilization plan based on researching
social media.
3. Analyzing and Interpreting Information: If this were in a f2f (face to face) situation, I
would have the students show me a summary of their sub-topics (ie/ commentary via wiki
discussion or explanation on their resource page, blog post) that includes a summary of the
resource, rationale for choosing the resource, and a personal opinion/critique of how the
resources will fit their project objective. This basically says to their teacher “I know why I
sourced this info, that it's legit, I can critique it, and then use it in my presentation.”

Final Project Outline and Rubric:

(Notice we are still using the G.R.A.S.P. Concept for creating an “authentic”
learning task)

You've been chosen as a delegate-representative to make a

presentation to the United Nations in New York. The theme is
"Conflicts and Crisis: Humanitarian Assistance and Non-Military
Intervention."
Your job is to pick a country that is currently experiencing conflict. Research that country, and
make a multimedia presentation that addresses the following:

 Background and geography of the nation

 History of the conflict; address the root causes, if possible
 The impact on it's people, and environment if possible (e.g./ AIDS, refugee situation,
poverty, rape, etc.)
 What is currently being done about it, or not
 Why the United Nations (and Canada) should intervene and how
Propose a plan of action that addresses intervention on both a peacekeeping and
humanitarian ground. What role can peacekeepers play in this conflict? Which NGO may be
most useful and effective? How can we mobilize civilians to become aware of this and act?
How should we redirect military spending to assistance and intervention?

Criteria for presentation

 Must be multi-media (any combination of text, graphics, sound (optional), video
(optional))
 Must have a clear beginning, middle and end
 Must have a clear and effective plan that can work to aid the country
 Must address the key issues discussed in this module (NGO's, international law,
peacekeeping)

Here are some options for you to consider:

Examples: Sudan/Darfur, Israel and Palestine, Afghanistan, Democratic Republic of Congo
(DRC), Northern Uganda, Sri Lanka, Guatemala, Indonesia/Timor
(if there's one that's not on the list, email me and we'll talk...)
Choose a Format:
a. Windows Movie Maker (3-5 minutes)
b. Powerpoint (7 -10 slides)
c. Research Essay (3 pages, 1.5 spaces, 12-13 pt font size)