Conflict Analysis
Conflict Analysis Learning Activity
Overview
The Conflict Analysis assignment involves asking students to identify global conflicts, to obtain selected information about these conflicts, and to share the information they obtain with their classmates. This activity is described more specifically below
Global Citizenship Objectives Addressed (K=knowledge; S=skill; A=attitude)*
K1. Describe important current events and global issues (e.g., environment, economic, political, health, population)
K2. Understand and analyze issues and events in the context of world geography.
K3. Explain how historical forces impact current events and issues.
S1. Obtain relevant information related to the knowledge competencies listed above.
S3. Think critically about problems and issues.
S4. Communicate effectively in writing and verbally.
A3. Be intellectually curious about the world.
A6. Engage in an ethical analysis of issues and have empathy for one’s fellow human beings.
Global Challenges addressed
Conflict (causes of conflict, nature of conflict, conflict resolution)
Population (growth, aging, urbanization, migration)*
Resources (food, water, energy, climate change)*
Technology (computation, biotechnology, nanotechnology, transhumanism)**
Information (data growth, access, social networking, information integrity, knowledge)**
Economies (interconnections, emerging players, debt, poverty)*
Governance (state actors, international organizations, multinational corporations, non-governmental organizations)**
*Population, resources, and economies are commonly related to causes of conflict.
**Technology and Information are related to the nature of conflict.
*** Governance is often identified with respect to conflict resolution.
Description of Teaching and Learning Activity
This activity occurs in two or three steps: First, all students are given news sources (see "Sources of Information on Conflicts" handout below) to review. They are asked to review these sources to identify conflicts within and between nations before the next class session, when the broad topic of conflict will first be addressed. When students arrive at the next class session, they are asked to report all of the conflicts they found, and these conflicts are briefly described and listed where students can see them. Students are then matched, either individually or in pairs, to specific conflicts (the conflicts that are most important and/or interesting to the students) and are asked to obtain the information about that conflict, using as a guide the the linked "Conflict Summary Sheet" handout below. A "low-tech" image of an example of these matchings is provided.
When students arrive at the next (third) class session, the optional second step involves students meeting with other individuals or pairs that have obtained information on the same conflict. These small groups share information about the conflict they examined with each other, using the linked "Conflict Summary Sheet" handout below as a guide. This second step can be skipped with a smaller class.
The final step (also typically during the third class session) is to bring together individuals or pairs that have examined different conflicts for the purpose of sharing what they learned about their respective conflicts. Each group is encouraged to examine the similarities and differences in 1) the causes of the conflicts, 2) the nature of the conflict, and 3) the efforts to resolve the conflicts. After the groups have shared information internally, the instructor can engage the entire class in a discussion of what they learned. This final step can also be completed as a whole class rather than in groups if the class is smaller.
Related Handouts