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Citizenship at key stage 3 (Year 7-9)
Unit 11: Why is it so difficult to keep the peace in the world today?
Section 3: What are the roots of this conflict?
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Objectives |
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- that current conflicts have their roots in past events
- about the social, cultural, religious and ethnic diversity of the societies studied
- to consider the significance of the main events, people and changes studied
- how to select and use chronological conventions and historical vocabulary to organise historical information
- to recall, prioritise and select information
- to think about topical political, spiritual, moral, social and cultural issues
- about aspects of the world as a global community
- to infer implied and explicit meanings in texts (NSE)
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Activities |
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Outcomes |
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Children: |
- Select a number of key dates relating to the history of the selected conflict. Working in groups, pupils research these dates, focusing on the question: Why is this moment important?
- Pupils compile information and write on a card a maximum of 100 words about each key date. Cards are added to the class timeline with a brief note on the date's significance.
- The teacher uses the timeline as a basis for question and answer sessions to check pupils' knowledge and understanding of the conflict. The teacher also encourages pupils to pose questions, eg What else do we need to know?
- The teacher focuses on the present by asking: What might leaders of all the current factions say about each of the key events listed on the date cards?
- Round off with discussion using key questions: How far do the roots of the conflict go back? In what ways do those involved use history to back up their present ambitions? Is the cause of the present conflict racial? religious? ethnic? nationalistic? What human rights issues are involved? What has this got to do with us?
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- describe and, where appropriate, explain significant social, cultural, religious or ethnic differences in the societies studied
- carry out group investigations and construct a broad picture by taking on information presented by other pupils
- prioritise and select information and, using appropriate vocabulary, explain why an event is significant
- understand that it is necessary to have some knowledge and understanding of history to fully appreciate topical situations
- learn that history is not neutral and can be used and manipulated to influence contemporary events
- recognise that human rights violations in the contemporary world are of international concern
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Points to note |
- This section is designed to give pupils an overview of past events, help them establish their significance and make links with contemporary events. Pupils do not need a detailed knowledge of past events, but do need sufficient historical knowledge to make sense of the current situation.
- Non-specialist teachers may need support in preparing this section, for example in identifying key dates and issues. The use of an enquiry approach, including encouraging pupils to pose questions, provides a strategy for non-specialists to manage the historical background to the work.
- For example, a study of current conflict in the Balkans might include some of the following key dates: 28 June, 1389 (Battle of Field of Blackbirds/Battle of Kosovo); 1829/1856/1878 (landmarks in Serbian independence); 28 June, 1914 (assassination of Archduke Franz Ferdinand of Austria at Sarajevo); 28 June, 1919 (signing of Treaty of Versailles creating Yugoslavia); May 1941 (German invasion of Yugoslavia); 28 June, 1948 (Tito independent ruler of Yugoslavia); 1989 (Slobodan Milosevic President of Yugoslavia).
- Teachers might need to give lower achieving pupils structured support for their research, including help with mapwork to check countries and locations.
- Link with key skills: communication.
- Link with thinking skills: information processing, reasoning, enquiry.
- Link with NSE: year
7 R8, year
8 R7.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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