Curriculum Outcome Links: SOSE/HSIE 7/8/07

Behind the News 2007

DARFUR

Curriculum Outcome Links: SOSE/HSIE 7/8/07.

Subject: Time, Continuity and Change: Perspectives of power, changes in wealth.

Societies and Cultures: Social action to enhance human rights, ethical behaviour in relation to human rights.

Cultural Diversity: Changes through interactions with other cultures and the environment.

Relationships with Places: Influences of beliefs and practices.

Civics, Governance and Social Justice, Values, Beliefs and Cultural Diversity (NT Curriculum)

Behind the News 2007

Indicators:

Students will learn about the history of the situation in Darfur and how organisations are working together to try and protect communities in the area.

Understand the situations that have lead to the current crisis.
Understand conflict resolution and prevention.
Understand how basic human rights have not been met in the area.
Understand how the United Nations works to help communities in need.
Understand how Australia is able to help.

Background

Darfur is a semi-arid western province of Sudan – Africa’s largest country. Sudan is an Arab-dominated country, but Darfur’s population is mostly black-African.

For many years there have been tensions between the mostly African farmers and the mostly Arab herders, who have competed for land. The black-Africans in Darfur say that the government has discriminated against them.

The conflict began in 2003, when rebel groups began attacking government targets. The government then launched a military and police attack in Darfur.

More than 2 million people fled their homes because of the fighting. The people are in a vulnerable position without peacekeepers there. The U.N. Security Council has approved the sending of 26,000 peacekeeping forces, which will be working together with the African Union Forces, to help protect the rights of the civilians in the area.

Sensitivity Issues

Be aware that within the class, there may well be students who have fled their homeland because of conflict. There may also be students in your class who are black Africans and still others who may have parents or close relatives who are part of peacekeeping forces, in other countries.

Focus Discussion (10 Questions)

Where is Sudan?
For how many years has Sudan been in a state of war?
When did Sudan become independent?
What outcomes should be expected when a country gains independence and becomes self-governing?
Briefly explain the initial problem that caused the conflict in Darfur?
What has the Sudanese Government been accused of doing?
What has happened to the civilians because of this conflict?
What is the difference between choosing to move house and being forced to move from where you live?
What is the U.N. Security Council going to do to help?
What is Australia going to do to help?

Follow-up Suggestions
English
1. Make up a list of words you can use for a spelling list on the subject of: Refugees, Human Rights, Peace.
2. Make up a Word Search with the words.
3. Explain what these terms mean: Preventitive Diplomacy, Peace-Making, Peace-Keeping, Peace-Building.
4. Read the story: “Sadako and the Thousand Paper Cranes” by Eleanor Coerr. Discuss the implications for our society today.
5. Discuss:
“How can we learn to see things differently?’
“Why do people always think that everyone and everything else has to change except themselves?”
“Which is more important-the head or the heart?”
6. Write an A – Z of Peace.
7. Write a poem about “A Peaceful Place”
8. Write:
“What peace means to me”
“Peace begins with me – How can I make a difference?”
SOSE/HSIE
1. Research:
The United Nations – Who, What, Where, When, Why, How?
The Declaration of Human Rights – In groups of 4 - Summarise the 10 rights you feel are the most important. Write them in your own words. Display on a poster.
Some of the organs of the United Nations – (eg: U.N. Centre for Human Rights, UNICEF, UNESCO, WHO, UNHCR). Write a paragraph summary explaining the responsibilities of each organ.
The U.N. Declaration on the Rights of the Child – Why are each of these important? Make a poster depicting each of the rights. Display all of the posters together, in a prominent position at your school, to make a mural.
2. In groups, make a list of the things you need to live a safe and satisfying life. Display as a concept map. Combine 2 groups and compare your lists. New groups need to agree on the combined list, with a maximum of 10 needs. Display.
3. In groups or as a class, discuss the meaning of a right. Do rights always come with a reciprocal responsibility? Discuss in relation to the U.N. Rights of the Child. (eg: A baby has the right to be loved and cared for. It has no reciprocal responsibility. A child has the right to an education. He/she could be considered to have the responsibility to study.)
4. After having conducted some of the research above discuss how the focus changes when looking at the rights of a child as opposed to the rights of people in general.
5. In the light of your research, discuss: “Co-operation is Better than Conflict”.
6. Research “The Paper Crane Club”. Present your findings on a poster.
7. Find monuments, memorials, parks or statues in your local area that are dedicated to peace and do some research into them. Present your findings in a talk to the class, using photographs you have taken to aid your presentation.
8. Invite someone involved in development issues to speak to the class.
9. Imagine this scenario:
“ Your name is Max/Mary. You are a journalist. You are in an area of conflict, to do research on a story for the newspaper you work for. The government is not too happy about the fact that you are there. The next day the militia break into your hotel room and take you away. They imprison you. No-one knows where you are. No-one has heard from you now for 2 months. You have not been allowed to contact anyone. No-one has offered you any assistance.”
Max/Mary’s human rights have been violated. Look at the U.N. Declaration of Human Rights and determine which rights this person has been deprived of.
Write to a government organisation expressing your concern about the situation.
10.Australia is a culturally diverse country. People from different ethnic and religious groups live in Australia. Most get along, some don’t. What suggestions do you have for a peaceful co-existence?
The Arts
1. Design posters on Peace Keeping.
2. Display your poems written in the English Activities section.
3. Learn how to make a Paper Crane. Teach someone else how to make it. Display.
4. Illustrate the U.N. Convention on the Rights of the Child to display in your library.
5. Design a poster/stamp/collage depicting U.N. themes. Display.
6. Design and make a greeting card depicting the UNICEF or UN logo in 7 different languages.

 Related Research Links

Behind the News 2007