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In order to understand conflict, students must be able to define what conflict is and what different types of conflict exist. This lesson will help students to explore different types of conflict, as well as explore what some of the positive and negative aspects of conflict are, especially when looking at armed conflict. This lesson is designed to help students understand dynamics common to many contemporary armed conflicts by focusing on the link between economics, conflict, and public health in Angola. Keep in mind when talking to your students about conflict that the term "international conflict" is a legal term referring to two countries fighting each other, but that most contemporary conflicts are not international armed conflicts, but rather "internal" armed conflicts such as civil wars.
Grade Level: 9-12
Time Allotment: Two to four 45-minute class periods
Subject Matter: Conflict, Economics, Human Security, Public Health
Students Will
Use primary sources, such as news reports and video, to gather information about current events and recent world history;
Analyze the information gathered from these primary sources to draw conclusions about conflict, public health, and economics;
Form their own ideas and concepts about conflict, conflict resolution, economics, and public health;
Gain a broader view of conflict, international conflict, and the effects conflict has on a country and its public.
National Standards for History
http://www.sscnet.ucla.edu/nchs/standards
Standard 5A, 5B, 5C, 5D, 5E, 5F
A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
B. Marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative courses of action.
C. Identify relevant historical antecedents and differentiate from those that are inappropriate and irrelevant to contemporary issues.
D. Evaluate alternative courses of action, keeping in mind the information available at the time, in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each.
E. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options.
F. Evaluate the implementation of a decision by analyzing the interests it served; estimating the position, power, and priority of each player involved; assessing the ethical dimensions of the decision; and evaluating its costs and benefits from a variety of perspectives.
National Standards for Social Studies
http://www.socialstudies.org/standards/
VI. Power, Authority and Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
V. Individuals, Groups and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
IX. Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.
X. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
National Standards for Economics
http://www.ncee.net/ea/standards/
Standards 3, 16 and 17
3. Allocation of Goods and Services: Different methods can be used to allocate goods and services. People acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services.
16. Role of Government: There is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also redistribute income.
17. Using Cost/Benefit Analysis to Evaluate Government Programs: Costs of government policies sometimes exceed benefits. This may occur because of incentives facing voters, government officials, and government employees, because of actions by special interest groups that can impose costs on the general public, or because social goals other than economic efficiency are being pursued.
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