Session 7: Resolving Conflict: The Way Forward AMENDED FEB 2022

Geography (Ages 11-14)
Session 7: Resolving Conflict: The Way Forward AMENDED FEB 2022
Focus
  • Different Backgrounds, Common Ground
  • The way forward: Applying conflict resolution to other situations
Key Messages
  • Whenever any person or organisation has to make important decisions, some will agree and others will disagree. Patience, understanding and compromise are all key to resolving conflict.
  • Having explored the example of the mining conflict in Odisha, learning is now applied to local issues of interest.
  • Connections are made between personal, local, national and global matters.
Objectives
  • Consider different views about a local issue
  • Apply prior learning to a local issue
  • Apply prior learning to a personal issue
  • Relate this module to the aims of the Miriam’s Vision resource
Outcomes
  • Evaluate real issues, considering actions that are likely to be effective
  • Extrapolate from Miriam’s story to a local situation
  • Extrapolate from Miriam's story to a personal situation
  • Make links between Miriam's Vision and their own lives
Links to National Curriculum

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

Plan

Starter

  • MV Geography 7.1 Conflict Resolution The Way Forward, Slide 2 Return to the table from Session 1 Homework, reproduced here. Brainstorm any additions to the similarities and differences between Odisha and your own region. Do the different points relate to physical or human geographical aspects? Elicit that there are conflicts between stakeholders in both places, although the details of the circumstances may be different.

Activity 1

  • Slide 3 Choose a local issue with conflicting stakeholders. Students select a local issue where there are conflicting interests or potential conflicting interests between stakeholders. (e.g. use of land, community spaces, affordable housing, etc). Did students research for homework? What examples did they find of local issues? You may want to present them with a choice between two local examples that you have researched. You could have a show-of-hands vote on which issue to focus on.
  • The next question asks, "Who are the different stakeholders?" List them.
  • As per the instructions on Slide 3, in (mixed ability) groups:
    • Split into groups. Each group represents one stakeholder.
    • Depending on how long you have, give a limit the time to research
    • What do the different stakeholders want?
    • What compromise could each stakeholder make?
    • Are there any other ways of resolving the conflict?
    • Have a debate.
    • Have a vote as your stakeholder.
    • Have a vote as yourself.
  • The final question on Slide 3 asks, "What can we learn?" Hopefully elicit that there are many conflicts in life, on every level (personal, local, national, global) and that rational, non-violent resolution strategies can be applied in different situations.

Module Plenary: PLEASE ALLOW ADEQUATE REFLECTION TIME for the following activities

  • The activity on Slide 4 provides opportunities for reflection, and for students to relate the contents of the module to themselves and their own lives. Sharing in (non-friendship) pairs can sometimes have surprisingly rewarding outcomes, and as a whole class students may inspire each other.
  • Follow the instructions:
    • Think, Pair, Share
    • Think of an example from your own life where there has been conflict. It might be between friends, groups of people, communities – anything from your own life.
    • In pairs, swap stories.
    • What happened?
    • Was the conflict resolved?
    • Could the conflict have been better resolved? How?
    • As a class, share some of the stories.
  • Answer the question on the slide: Did any of the stories and discussions inspire you? How?
  • Slide 5 Refer to the subtitle of the module, Different Backgrounds, Common Ground. How does it apply to Miriam's Vision? (Miriam died because the bombers used violence. The MHMT is instead suggesting non-violent conflict resolution.) How does it apply to the Geography module? (The mining conflict in Odisha is an example of different stakeholders and compromise.) How does it apply to students? (When we have conflict in our own lives we can use conflict resolution strategies of patience, negotiation, compromise, and more to reach peaceful agreement.)
  • Slide 6 Refer to MV Resource 0 Info for Students from Session 1 of this module.
  • Reflection: How can Miriam’s Vision help you to create a safer, more inclusive society? (By learning what happened on 7/7 and understanding its far-reaching consequences; by understanding that people have the choice to influence events in their personal, local, national and global communities constructively and non-violently; by applying lessons learned to future personal and wider situations.)
  • Slide 7 Has anything in this module inspired you? What? How?