T.I.P.S.
WEB
QUEST II
CONFLICT
ANALYSIS AND ATTEMPTS AT RESOLUTION
Global History and Geography IV
H5$-01
Spring, 2002
Mr. Noonan
Samuel Gompers Vocational and Technical High School
455 Southern Boulevard
(718) 665-0950
Resident Parkash Chand looks over the injured buffallo by Pakistani shelling, in Akhnoor
sector, near
Copyright 2002 The Associated Press. The information contained in the AP news report may not be published, broadcast, rewritten or otherwise distributed without the prior written authority of The Associated Press. All active hyperlinks have been inserted by AOL
INTRODUCTION
Resolving conflict is an important issue that affects all of
us in both large and small ways.
Conflict also exists between nations and if unresolved can lead to
international problems. Throughout the
past two years of Global History and Geography we have learned about a number
of conflicts that have occurred between individuals and groups. Conflict is a theme of Global History and
Geography and is defined as a clash of ideas, interests or wills that result
from opposing forces. We have studied
two organizations that were formed to help resolve conflict, one less
successful than the other; the
TASK
Groups will be formed and as a representative of your group you will complete the following tasks. You will work in groups of three in order to:
1. Determine the nature of the source of the conflict.
2. Locate on a map the location of the conflict
3. Describe the geographical considerations that affect the conflict
4. Research and gather evidence about the conflict
3. Identify the cause or causes of the conflict
4. Evaluate existing policies concerning this conflict
5. Develop several of your own policies that could be used to solve this problem
6. Determine the best policy to implement that might allow for resolution
Each group will then be responsible for a four component presentation dealing with their research. Each component of their presentation must be presented to the class in a Power Point format.
Examples
of Possible Conflicts that can be Studied
1.
Palestinian and Israeli in the
2.
Muslims and Serbs in the former
3.
Protestants and Catholics in
4.
The Taliban against the
5.
6.
African Civil Wars
7.
North and
8.
Native Europeans and recently arrived immigrants
9. Colombian Rebels and the Government
An Israeli border
police officer checks the identity cards of Palestinians in a van at a
checkpoint in northern
Copyright 2002 The Associated Press. The information contained in the AP
news report may not be published, broadcast, rewritten or otherwise distributed
without the prior written authority of The Associated Press. All active hyperlinks have been inserted by
AOL.
PROCESS
STEP 1: Groups must determine if conflict is a social problem.
Defining the Social Problem:
www.maxwell.syr.edu/plegal/PPA/ghppaip1.html
STEP 2: Students will then research the history of a conflict (each student is responsible for the history of one conflict).
Gather the Evidence:
www.maxwell.syr.edu/plegal/PPA/ghppari1.html
STEP 3: As a group students will identify the sources of an assigned conflict.
Determining the Cause of the Problem
www.maxwell.syr.edu/plegal/PPA/ghppadc.html
STEP 4: Students are then responsible to research and evaluate existing policies concerning conflict and conflict resolution.
Evaluating the Policy
www.maxwell.syr.edu/plegal/PPA/ghppaep1.html
STEP 5: Individually students will create their own policies concerning this conflict.
STEP 6: As a group they must then decide which policy best offers a way to facilitate resolution.
STEP 7: Students will then work together to complete the following project:
1.
Oral
presentation— Each student in
the group will stand on the stage in the auditorium and present a section of
the group’s conclusion.
2.
Written
report— Each student will be responsible for a three page typed report defending
the groups position.
3.
Timeline/Visual—
Poster Board timeline illustrating the origin of the conflict and ending
with the recommended conflict resolution policy.
4.
Power Point—
Each student in the group will be responsible for three slides which
emphasize and illustrate the research.
ALL OF THESE COMPONENTS MUST BE
RELATED TO THEMES IN
GLOBAL
HISTORY AND GEOGRAPHY.
GLOBAL HISTORY AND GEOGRAPHY THEMES
- Belief Systems: the way that groups or individuals look at religious faith or philosophy
- Change: the basic alterations in things, events and ideas
- Citizenship: membership in a community with the accompanying rights and responsibilities
- Conflict: a clash of ideas, interests or wills that result from opposing forces
- Culture and Intellectual Life: the patterns of human behavior that include ideas, beliefs, values, artifacts that any society transmits to succeeding generations
- Decision Making: processes used to monitor and influence civic and public life
- Diversity: differences in language, gender, socioeconomic class, religion and other human characteristics and traits
- Economic Systems: the means of production which address what, how and for whom goods and services are to be produced
- Environment and Society: the physical environment as modified by human activities as a result of the ways humans value and use the Earth’s natural resources
- Factors of Production: human, natural and capital resources which when combined become various goods and services
- Human and Physical Geography: the surroundings including natural elements and elements created by humans
- Human Rights: those basic political, economic and social rights to which all human beings are entitled
- Imperialism: the domination by one country of the political, social and economic life of another country or region
- Interdependence: reliance upon others in mutually beneficial interactions and exchanges
- Justice: fair and equal treatment rendered to individuals by government
- Movement of People and Goods: the constant exchange of people, ideas and products from one region or civilization to another
- Nationalism: the feeling of pride in and devotion to one’s country or the desire of a people to control their own government, free from foreign interference or rule
- Nation State: a geographic or political organization uniting people by a common government
- Needs and Wants: those goods and services that are essential, like food, clothing, shelter; and, those goods and services people would like to have to improve their lives, like education, security, health care
- Political Systems: those institutions that address basic questions of government
- Power: the ability of people to compel or influence the actions of others
- Scarcity: the conflict between unlimited needs and wants and limited natural and human resources
- Science and technology: the tools and methods used by people to get what they need and want
- Urbanization: the movement of people from rural to urban areas
RECOMMENDED
RESOURCES
A List of Conflict Resolution websites:
http://www.geocities.com/Athens/8945/links.html
The Abraham Fund, Coexistence is the Only Answer:
Conflict
Resolution Center International:
http://www.conflictres.org/
The New York Times:
http://www.nytimes.com/partners/aol/homepage/index.html
RUBRIC
& EVALUATION
Each component of the project will be worth 25% of your grade.
Oral Presentation 25%
Written report 25%
Timeline/Visual 25%
Power Point presentation 25%
Somali refugees sit
next to their grass huts on
Copyright 2002 The Associated Press. The information contained in the AP news report may not be published, broadcast, rewritten or otherwise distributed without the prior written authority of The Associated Press. All active hyperlinks have been inserted by AOL.
STANDARDS
English Language
Arts:
Standard 1
Students
will read, write, listen and speak for information and understanding.
Standard 2
Students
will read, write, listen and speak for literary response and expression
Standard 3
Students
will read, write, listen aqnd speak for critical
analysis and evaluation.
Standard 4
Students
will Read, write, listen and speak for social interaction.
Social Studies:
Standard 2
World
History is understood by using a variety of major ideas, eras, themes,
developments from a variety of perspectives.
Standard 3
Geography is explored using a
variety of intellectual skills to demonstrate their understanding of the
interdependent world in which we live.
Standard 4
Economic systems and associated
institutions are understood as to how they allocate scarce resources through
market and nonmarket mechanisms.