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Omar Khadr
Omar was born in Toronto on Sept. 19, 1986 and spent most of his childhood moving
between Pakistan and Canada.
Omar Khadr is the son of Ahmed Said Khadr, an Egyptian-Canadian who had ties to
Osama bin Laden and al-Qaeda.
At 10, the family moved in Afghanistan and Omar was entered in weapons training.
On July 27, 2002, Khadr was captured in Afghanistan by American soldiers at age 15,
accused of fatally injuring a U.S. army medic with a hand grenade. He was transferred to
Guantanamo Bay in October where he currently remains.
In March 2008, Khadr claims he was threatened with rape and violence by interrogators
when he confessed years earlier to being a terrorist.
In August 2010, Khadr’s trial officially began. However, it came to an abrupt halt when his
lawyer collapsed in court. Khadr’s trial resumed on October 25, 2010.
Khadr’s Plea Bargain
On October 25, 2010, Omar Khadr pled guilty to a series of terrorism-related charges
including murder and attempted murder.
After hearing arguments from both sides, a jury recommended he serve 40 years in jail.
However, because he agreed to plead guilty, he was sentenced to eight years in jail. The
first year will be served in an adult prison in Guantanamo Bay. After that, he can apply to
transfer to Canada. The Canadian government has indicated it will accept this request.
Key Terms
child soldier – There is no set definition of a child solider. According to UNICEF, this is
any child under 18 years old who is part of any kind of regular or irregular armed force or
armed group
demobilized – to discharge from military service
indoctrinate – in teach a set of principles in a way that doesn’t allow criticism
rehabilitation – to restore to a condition of good health
reintegration – to return to a society following a period of mental illness or trauma
terrorism – the use of violence and threats to intimidate or coerce
unconditional – not limited by conditions, absolute
Global Voices Elementary Educator Resources
Note to Educators:
The following activities are designed to stimulate a current events discussion. Generative in nature,
these questions can be a launching point for additional assignments or research projects.
Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.
In some cases, reading the article with students may be appropriate, coupled with reviewing the
information sheet to further explore the concepts and contexts being discussed. From here,
teachers can select from the questions provided below. Activities are structured to introduce
students to the issues, then allow them to explore and apply their learnings. Extension and
conclusion activities are included to challenge students and finally, encourage them to reflect on the
issues at hand.
Ontario curriculum connections charts for grades 6 to 12 are included on the Global Voices
homepage, www.thestar.com/globalvoices.
Since these activities are designed as discussions rather than formal lessons, assessment
General
strategiesExpectations:
are not included.
Materials
Chart paper
Writing utensils
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b. After students have documented their behavioural reactions to the above
scenarios ask them the following suggested questions:
i. Were you more or less likely to perform a specific action if you received a
positive reaction or reward?
ii. Were you more or less likely to perform a specific action if you received a
punishment or a negative reaction?
c. Explain to students that these are natural behavioural reactions to positive or
negative events. You take on actions in order to avoid punishment. Explain that
in the case of child soldiers, they are forced to take on a lifestyle of violence
through this same sort of process.
d. Hold a discussion around child soldiers using the following suggested questions:
i. Are these children naturally violent?
ii. Why do child soldiers adopt such violent behaviours?
iii. What would happen to them if they did not do as they were asked?
e. Explain to students that children become child soldiers because their violent
actions are rewarded, where as if they were to refuse to do as they were told,
they would receive punishment or risk being killed.
Thinking
1. Read the Global Voices Column as a class (estimated time: 10 minutes)
a. Discussion
i. Ask the class to work together to retell the events of the column in their
own words.
ii. Ask students to explain how they felt while the column was being read.
Did they feel sad? Why? Did they feel angry? Did they feel hopeful?
Why?
Communication
1. Word Web: Child Soldiers (estimated time: 10 minutes)
a. Divide the class into groups of 4 and distribute chart paper to each group.
b. Ask each group to write the words “child soldiers” in the center of the page.
c. The groups must now create a word web, recording all the words they associate
with child soldiers on the chart paper around the central title.
d. When the groups have completed their work, ask them to present their word
webs to the class promoting a discussion around child soldiers.
e. Display word webs at the front of the room to assist with the following activity.
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2. Poetry (estimated time: 30 minutes)
a. Building off of their word webs, ask students to express the different emotions
they feel when they think about child soldiers. List emotions on the board.
b. Using the emotions on the board and the words found in the word webs created
by the students, ask them to string words together arranging them in sentences.
(e.g.: “With their guns under their arms, they marched in sadness”).
c. Popcorn the class and ask them to volunteer different sentences they have
created; encourage students to help each other during this time. Write the
created sentences on the board.
d. When this brainstorm is complete, ask students to look at the sentences written
on the board and fit them together based on rhythm and rhyme. (e.g.: “Children
become soldiers not by choice. Children become soldiers because they don’t
have a voice”)
e. When this exercise is complete, ask the students to write their own poem about
child soldiers.
f. When students have completed their poems, ask them to share their work with a
partner.
Application
1. Think Pair Share: Forgiveness (estimated time: 15 minutes)
a. Explain to students that they will be participating in a Think Pair Share activity.
b. Students will begin by thinking to themselves about an instance where they had
to forgive someone. They will reflect on the details of the event and how it felt to
grant the individual forgiveness.
c. When this is complete, students with join into pairs and discuss their personal
stories together, focusing closely on the importance of forgiveness and how it
made them feel.
d. When all pairs have finished their discussion, bring the class back together and
host a discussion around forgiveness asking the following suggested questions:
i. How does it feel to forgive someone?
ii. Why is it important to forgive?
iii. What would have happened if you had chosen not to forgive the person
who harmed you?
Additional Resources
In addition to the above lesson plans, you may want to share some additional resources with your
students. Listed below are some links to useful online resources:
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