AN INTRODUCTION TO HUMAN RIGHTS

Transcription

1 AN INTRODUCTION TO HUMAN RIGHTS CITIZENSHIP RESOURCE (Ages 14-16) army.mod.uk/armyineducation

2 LIST OF CONTENTS Curriculum Grids n England n Northern Ireland n Scotland n Wales Lesson 1: An Introduction to Human Rights n Teacher s notes n Activity Sheet 1A: The European Convention on Human Rights n Activity Sheet 1B: The United Convention on the Rights of the Child n Resource Sheet 1A: The European Convention on Human Rights n Resource Sheet 1B: The United Convention on the Rights of the Child Lesson 2: Conflict in Kosovo n Teacher s notes n Activity Sheet 2A: Was a military attack on Serbia necessary? n Resource Sheet 2A: Kosovo - timeline n Resource Sheet 2B: Kosovo in depth n Map of Kosovo Lesson 3: The Army s role in Kosovo n Teacher s notes n Activity Sheet 3A: The Army s roles in Kosovo n Resource Sheet 3A: The Army s roles in Kosovo Lesson 4: The war in Sierra Leone n Teacher s notes n Activity Sheet 4A: The Army s roles in Sierra Leone n Resource Sheet 4A: Sierra Leone timeline n Resource Sheet 4B: Sierra Leone in depth n Resource Sheet 4C: The Army s roles in Sierra Leone n Map of Sierra Leone Lesson 5: Child victims of war n Teacher s notes n Activity Sheet 5A: Protecting the rights of children n Resource Sheet 5A: Sierra Leone in depth Lesson 6: What the papers say (you will need the ICT suite for this lesson) n Teacher s notes n Activity Sheet 6A: Media coverage n Activity Sheet 6B: Fact or opinion? Additional materials n Poster: An Introduction to Human Rights n Glossary n Web links

3 Curriculum Grid - ENGLAND An Introduction to Human Rights: Citizenship Resource Pack (Key Stage 4) Lesson 1: An Introduction to Human Rights Lesson 2: Conflict in Kosovo Lesson 3: The Army s role in Kosovo Lesson 4: The war in Sierra Leone Lesson 5: Child victims in war Lesson 6: What the papers say 1.1 Democracy and Justice b. Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict. c. Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society. 1. Key concepts 2. Key processes Personal, Social, Health and Ecomomic Education PLTS and Functional Skills 1.2 Rights and Responsibilities a. Exploring different kinds of rights and obligations and how these affect both individuals and communities. b. Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected. c. Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these. 1.3 Identities and Diversity: Living Together in the UK c. Considering the interconnections between the UK and the rest of Europe and the wider world. d. Exploring community cohesion and the different forces that bring about change in communities over time. 2.1 Critical Thinking and Enquiry a. Question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems. b. Research, plan and undertake enquiries into issues and problems using a range of information and sources. c. Interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias. 2.2 Advocacy and Representation a. Evaluate critically different ideas and viewpoints including those with which they do not necessarily agree. b. Explain their viewpoint, drawing conclusions from what they have learnt through research, discussions and actions, including formal debates and votes. c. Present a convincing argument that takes account of and represents different viewpoints, to try to persuade others to think again, change or support them. 2.3 Taking Informed and Responsible Action a. Explore creative approaches to taking action on problems and issues to achieve intended purposes. b. Research, initiate and plan action to address citizenship issues, working individually and with others. c. Negotiate, decide on and take action to try to influence others, bring about change or resist unwanted change, managing time and resources appropriately. 1.1 Personal Identities a. Understanding that identity is affected by a range of factors, including a positive sense of self. b. Recognising that the way in which personal qualitites, attitudes, skills and achievements are evaluated affects confidence and self-esteem. 1.3 Risk a. Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of personal and social situations. b. Appreciating that pressure can be used positively or negatively to influence others in situations involving risk. c. Developing the confidence to try new ideas and face challenges safely, individually and in groups. 1.4 Relationships b. Understanding people have multiple roles in society and that making positive relationships and contributing to groups, teams and communities is important. 1.5 Diversity a. Appreciating that in our communities there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation. b. Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives. Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators English Mathematics ICT

4 Curriculum Grid - NORTHERN IRELAND An Introduction to Human Rights: Citizenship Resource Pack (Key Stage 4) Lesson 1: An Introduction to Human Rights Lesson 2: Conflict in Kosovo Lesson 3: The Army s role in Kosovo Lesson 4: The war in Sierra Leone Lesson 5: Child victims in war Lesson 6: What the papers say Diversity and Inclusion Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider world Equality and Social Justice Local and Global Citizenship Personal Development Key Skills Identify and exercise their rights and social responsibilities in relation to local, national and global issues Develop their understanding of the role of society and government in safeguarding individual and collectives rights in order to promote equality and to ensure that everyone is treated fairly. Develop awareness of the role of non-governmental organisations Democracy and Active Participation Develop their understanding of how to participate in a range of democratic processes Develop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy Develop awareness of the role of non-governmental organisations Human Rights and Social Responsibility Identify and exercise their rights and social responsibilities in relation to local, national and global issues Develop their understanding of the role of society and government in safeguarding individual and collectives rights in order to promote equality and to ensure that everyone is treated fairly. Self Awareness Risk and Protective Factors Life Skills Self Esteem Resilience Communication Using mathematics Using Information and Communications Technology Problem Solving Working with Others Self Management

5 Curriculum Grid - SCOTLAND An Introduction to Human Rights: Citizenship Resource Pack (Ages 14-16) Lesson 1: An Introduction to Human Rights Lesson 2: Conflict in Kosovo Lesson 3: The Army s role in Kosovo Lesson 4: The war in Sierra Leone Lesson 5: Child victims in war Lesson 6: What the papers say Diversity and Inclusion Develop as tolerant, responsible, reasoning and active participants in society. Knowledge and understanding of the cultural characteristics of different communities nationally and internationally. Equalities Promote an understanding of equality in local, national and international arenas. Develop as thoughtful and responsible citizens. Global Citizenship Citizenship and Modern Studies Personal Social Education Core Skills Participating in the shaping of society and democracy. Helping pupils to realise that in the global shere all societies are increasingly interconnected and independent. Formation of attitudes crucial to constructive participation in society. Media Awareness Developing skills of detecting bias, exageration and the selective use of facts. Peace Education Develop pupil s ability to discuss difficult and controversal issues. Develop skills and attitudes to overcoming conflict. Human Rights Awareness of human rights as legally defined and as established by social convention. Political Awareness Develop awareness of the role of the Scottish parliament. Knowledge and understanding of political processes and how individuals can make an effective political contribution. Knowledge and understanding of campaigning groups and the methods they use to persuade members of the public and influence decision makers. Self Awareness Self Esteem Evaluating Skills Knowledge and Understanding Group and Interpersonal Skills Communication Numeracy IT Problem Solving Working with Others

6 Curriculum Grid - WALES An Introduction to Human Rights: Citizenship Resource Pack (Key Stage 4) Lesson 1: An Introduction to Human Rights Lesson 2: Conflict in Kosovo Lesson 3: The Army s role in Kosovo Lesson 4: The war in Sierra Leone Lesson 5: Child victims in war Lesson 6: What the papers say Diversity Understanding, respecting and valuing both human diversity, cultural, social, economic and biodiversity. Quality of Life Awareness that global equity and justice are essential elements of sustainability and that basic needs must be met universally. Citizenship and Stewardship Sustainable development and Global Citizenship Personal Social Education Smarter Skills Recognising the importance of taking individual responsibility and action to make the world a better place. Interdependence Understanding how people, the environment and the economy are inextricably linked at all levels from local to global. Uncertainty and Precaution Developing a range of approaches to sustainability and global citizenship, acknowledging that situations are constantly changing, indicating a need for flexibility and lifelong learning. Conflict Resolution Understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony. Needs and Rights Understanding our own basic needs and about human rights and the implications for the needs of future generations of actions taken today. Values and Perceptions Developing a critical evaluation of images of, and information about, the less and more economically developed parts of the world and an appreciation of the effect these have on people s attitudes and values. * * * Show care and consideration for others and their property and be sensitive towards their feelings. Have respect for themselves and others. Value cultural diversity and equal opportunity and respect the dignity of all. Consider the deeper questions in life and the search for meaning and purpose. Be disciplined and take responsibility for actions and decisions. Be moved by injustice, exploitation and denial of human rights. Be commited to practical involvement in the community. Communication Application of Number Information and Communication Technology Problem Solving Skill Improving Own Learning and Performance Working with Others

7 LESSON 1 TEACHER S NOTES army.mod.uk/armyineducation AN INTRODUCTION TO HUMAN RIGHTS Lesson objectives By the end of the lesson, students will have a greater understanding of the following: n The European Convention on Human Rights n The UN Convention on the Rights of the Child n Protecting Human Rights n The benefits of Europe wide and worldwide Acts and agreements. For this lesson students will need: n Resource Sheets 1A and 1B n Activity Sheets 1A and 1B. Warm up activities 1. What do you already know? Find out what students already know about human rights, the European Convention on Human Rights and the UN Convention on the Rights of the Child. In particular, make sure that students understand what human rights are. Students may have covered this at Key Stage 3 (ages 11-14), but the following definition may nevertheless be helpful: Human rights are those fundamental freedoms to which all people are entitled as human beings, irrespective of their citizenship, nationality, race, ethnicity, religion, language, sex, sexuality, or abilities. Then ask students the meanings of the following words and phrases: United Nations European Court of Human Rights International laws A Bill Civil liberty An organisation established in 1945 to represent all the countries in the world, and to maintain world peace and foster international cooperation A high court of justice which deals with human rights violation in Europe Laws which govern a number of different countries The name given to a proposal before it becomes law Rights to freedom of speech and action 2. Defending human rights This warm up activity is designed to test student s knowledge. Each of the concepts listed below is designed to protect the rights of people. Ask students to read one in turn and discuss the advantages and disadvantages of each as a way of protecting human rights. n Identity cards in order to track potential terrorists n CCTV in order to prevent crime n Restricting some free speech in order to prevent inciting hatred against others. In each of the above cases, in order to protect the rights of the majority, some individual rights may be limited. Use the following questions to generate a discussion: n How does each concept benefit society as a whole and protect the rights of most people? n How does each concept limit some rights? n Can you think of alternative ways of protecting rights?

8 LESSON 1 TEACHER S NOTES Main activities 1. The European Convention on Human Rights This activity introduces students to key elements of the European Convention on Human Rights. Begin by reading through Resource Sheet 1A with the whole class. Give students the opportunity to read through the sheet again, in order to ensure that they understand the main points. Then ask students to answer the questions on Activity Sheet 1A, under the section entitled Check your understanding. Students should be able to give the following answers: European Convention Long term peace Ratification Law such as Parliament Court of Law This is a European law which protects the rights of people, and many European countries have signed up to it. This means preventing future wars and conflicts When countries incorporate international law into their domestic laws A rule which is introduced by an official body A place which tries and punishes those who break a law Under the section entitled Think about it further, students should be able to raise the following issues: 2. The United Nations Convention on the Rights of the Child This activity is designed to help students explore ways in which solutions can be found to resolve situations where children s rights are being violated. It also helps them to understand the challenges countries face when attempting to implement human rights agreements on a national level. Begin by handing out copies of Resource Sheet 1B and Activity Sheet 1B, and in pairs ask students to discuss each situation given. Encourage them to think about solutions such as international aid, different intelligence sources, charities and policing and peacekeeping bodies working together and different types of policing and peacekeeping organisations playing an active role. n A European law of Human Rights was introduced after the Second World War to ensure long-term peace and to prevent extreme violations of human rights, such as ethnic cleansing. Remind students about the holocaust during the Second World War. n Adopting a European law means that people s rights are the same wherever they travel in Europe. It also means that the European Courts of Justice can intervene if one country is breaking the human rights agreement. n The Courts can intervene through negotiation, sanctions and, as a last resort, through military action. n Recent wars Iraq and Afghanistan n Recent European War Kosovo The evaluation questions will help your students to reflect on their work. Web links For information about the rights of children and ways in which they are being violated and protected around the world. For the full version of the European Convention on Human Rights. For further information and the full version of the UN Convention on the Rights of the Child.

9 ACTIVITY SHEET 1A The European Convention on Human Rights (ECHR) These activities will help you to understand how to use technical vocabulary and to think about the issues surrounding the ECHR. Check your understanding In your own words, write down a definition of the key words and phrases. You will find most of the answers on Resource Sheet 1A. European Convention on Human Rights Long term peace Ratification Law Court of Law Think about it further In groups of three or four, discuss the following questions: 1. Why do you think European countries decided to introduce a human rights agreement after the Second World War? 2. Why do you think it was necessary for all countries to sign up to one Convention rather than simply make laws in their individual countries? 3. What do you think other countries can do if one country which has signed up to the Convention breaks the agreement? 4. Can you think of any wars that have happened in the world in recent years? 5. Can you think of any wars that have occurred in Europe in the last 15 years?

10 ACTIVITY SHEET 1B The United Convention on the Rights of the Child This activity is designed to make you think about how problems linked to human rights abuses can be resolved. Finding solutions Below is an example for each of the key areas of the UN Convention on the Rights of the Child of a situation where countries are breaking the terms of this agreement. In pairs, discuss each example and decide how the situation could be resolved. Survival Despite the 1984 Feed the World Campaign, to prevent famine from devastating Ethiopia, the country is still one of the poorest and is devastated by drought, malnutrition and the spread of AIDS/HIV. UNICEF believes that one out of every two children in Ethiopia suffers from growth problems, and many children die from preventable diseases. Development Since the 2003 war ended in Iraq, there is still concern that hundreds of children are still without education. They are left to roam the streets, where they are vulnerable to hazards such as unexploded bombs and crime. According to a report released last year by NGO Save the Children, 818,000 primary school children, representing 22 percent of Iraq s student population, were not attending school. Protection It is estimated that 1.2 million children are forced to leave their families and are trafficked from one country to another, usually to work as unpaid domestic servants. Often girls as young as 13 are taken as mail-order brides. Participation World summits and events are regularly held in order to discuss global issues and human rights. However, young people are only occasionally invited to participate in these events. Evaluation As a class, discuss the following questions: n How easy/difficult did you find it to agree on satisfactory solutions? n Why do you think that some countries find it harder to tackle human rights issues than others? n Why do you think so many children are exploited through slavery? n Other than through armed conflict, can you think of ways in which Army soldiers could help resolve some of these issues?

11 RESOURCE SHEET 1A The European Convention on Human Rights After the Second World War ended, the necessity to rebuild Europe s broken economies and to ensure long-term peace became even more pressing. One way of achieving this was to encourage countries to sign up to common agreements or laws by which they would abide. In 1950, 14 countries signed up to the European Convention of Human Rights, and by 1953 it became reality. Today, 47 European Countries have signed up. All these countries have ratified the Convention to allow their citizens to bring cases to the European Court of Human Rights in Strasbourg. What is Ratification? This is when the countries that sign up to the Convention agree to incorporate its laws into their own country s laws. Did you know? The European Court of Human Rights processes thousands of documents every week and receives 800 letters and 500 phone calls every day. The Convention was incorporated into UK law in 1998.

12 RESOURCE SHEET 1B The United Nations Convention on the Rights of a Child As human beings all children are entitled to human rights, but it is also recognised that they need and should be entitled to special protection and care. A joint commitment to protecting the rights of children was first introduced in 1924, and was superseded by the United Nation s Declaration on the Rights of a Child in Thirty years after this Declaration was first set out, it was clear that the rights of children were still being violated across the world and a greater commitment needed to be made. In response to this, the UN Convention on the Rights of the Child was agreed in The Convention defines a child as any person under the age of 18. Did you know? Since 1989, this Convention has become a widely accepted human rights treaty and the only two countries that have not yet agreed to ratify it are Somalia and the USA. Unlike the European Convention on Human Rights, the Rights of the Child relate to the whole of the world. This is because; the United Nations is a world organisation, set up to tackle issues such as world poverty and peace. The UK s ratification of the Convention was formally agreed in December 1991, and Parliament has passed some laws to protect the rights of children. In 2003, the Government appointed its very first Minister for Children and Young People and Children s Commissioners are now established in Wales, Scotland and Northern Ireland. The four main sections of the Convention Survival Rights Every child has the right to a healthy and decent standard of living with particular emphasis on the right to clean water and food. Development Rights Every child has a right to free and full education and the right to information, in order to fulfil their full potential. Protection Rights Every child has a right to protection against slavery, cruelty, exploitation, including sexual exploitation and enforced separation from the family. Participation Rights Every child has a right to have their views heard and to express their opinions and beliefs. When children get the chance to be heard, they can influence change for the better.

13 LESSON 2 TEACHER S NOTES army.mod.uk/armyineducation CONFLICT IN KOSOVO Lesson objectives By the end of the lesson, students will have a greater understanding of the following: n The history of conflict in Kosovo n How racial divide can lead to war n Ways in which the international community can intervene to resolve conflict n The arguments for and against sending international armies to invade aggressive countries/administrations. For this lesson students will need: n Resource Sheets 2A and 2B n Activity Sheet 2A n Map of Kosovo. Warm up activities 1. What do you already know? Find out what students already know about the conflict in Kosovo, the role of the United Nations in dealing with conflict, and the role of NATO. Begin by asking students what they know about the following people, words and phrases: Slobodan Milosevic Ban Ki-moon NATO Ethnic Cleansing Security Council Former President of Serbia Secretary-General of the United Nations North Atlantic Treaty Organisation the world s most powerful defence alliance The systematic removal of ethnic groups by expulsion or extermination An arm of the United Nations, set up to resolve conflicts 2. Why did Serbia invade Kosovo? Ensure that all students can see a copy of the map of Kosovo. Look at the location of Serbia and Kosovo and their size in relation to each other. n Does this give any clues as to why Serbia may feel strongly about having more control and influence in Kosovo? n Have students heard any stories about this part of Europe? n Do they recognise the names of any of the neighbouring countries? n Can students think of other recent wars where one country has invaded another? n What type of reasons do countries often give for invading another? Students should be able to make reference to the war in Iraq, when a UK/US alliance invaded the country because they believed its leader and the government posed a direct threat to the rest of the world.

14 LESSON 2 TEACHER S NOTES Main activities 1. Check your understanding Ensure all students can see a copy of Resource Sheets 2A and 2B. Read through the information as a class. Then put students in pairs and ask them to read through the information again and answer the following questions: n What ethnic group makes up the population of Kosovo? n Why was Milosevic interested in occupying in Kosovo? n Why did it take so long for NATO to get involved? n How long did the air strikes last before Milosevic backed down? 2. Was a military attack on Serbia necessary? This activity is designed to provide students with the opportunity to explore their own views on military action as a way of ending a war. Many students may hold strong opinions about this, based on wars they may have read about or seen on the news in recent times. Give each student a copy of Activity Sheet 2A and ask them to discuss in small groups the arguments for and against military action. Then debate their findings as a class. Students should then evaluate the discussion using the following questions: In Bring what ways this are both topic sides to suffering life loss of rights such as food and drink, the right to education? Students should Your local also Army discuss Careers in and Adviser out (ACA) of role can whether deliver a they think multimedia there could presentation have been about an alternative Kosovo to your to NATO students. strikes Contact in your order local to resolve ACA to the find situation. out more. Contact details for your local ACA can be found on the Army in Education website: army.mod.uk/armyineducation. Summing up In this lesson, students have learnt more about the decisions international peacekeeping bodies like the United Nations have to make in order to resolve conflict in another country. Military action should only ever be taken as a last resort: it can be heavily criticised by those who disagree with war, but sometimes the arguments for and against the action are more complex, particularly when the lives of innocent people are involved. Extension activity For homework, students should write a short essay stating their opinions on whether NATO air strikes in Kosovo could be justified. They should give arguments for and against, based on the statements that they discussed in this lesson. They should conclude their essay with their personal opinion. n How easy was it to decide on one side of the argument? n Did students sometimes find they were agreeing with arguments on both sides which points were most persuasive? n Why do students think forces such as NATO exist? n Based on recent news events, do students know of any particular stories concerning the British Army in peacekeeping situations? 3. Role play This is designed to help students explore the different experiences people may face in a war situation. Ask students to volunteer to role play different people in Kosovo during the time of the war. They could choose to be: n A Kosovan Albanian who has either been forced to leave Kosovo or has decided to stay but has suffered the loss of a close friend. n A Serbian Kosovan who is against the war, but has either been forced to leave Kosovo because of the bombing or has stayed but has suffered the loss of a close friend. Web links Find out about the different roles in the Army. The official site of NATO s Kosovo Force.

15 ACTIVITY SHEET 2A Was a military attack on Serbia necessary? As is usual during recent wars, NATO and the UK and US administrations faced criticisms from anti-war protestors about air strikes on targets in Serbia and Kosovo. You may also remember the anti-war feelings during the recent wars in Afghanistan and Iraq. There are always two sides to any argument, and below are some of the arguments for and against going to war. In pairs, read through each in turn and decide which of the statements you most agree and disagree with. Is it right that the British Army was sent to Kosovo? YES, because: n Thousands of ethnic Albanians were being forced to flee Kosovo and thousands more were killed because Milosevic was making space for more Serbs to live in Kosovo. n People were being driven from their homes to live in countries where they were not welcome. n Conflicts must be resolved by any means necessary for the sake of world peace. n NATO had the resources and a mandate from the UN to begin a military air strike in order to achieve peace. n Kosovo is only 4 hours away from the UK by air, and it was therefore impossible to ignore persecutions that were happening so close to us. NO, because: n In any war innocent people die. n Wars are expensive the UK has spent million on resolving the problem and then helping to rebuild Kosovo. n War leaves many people feeling very angry, which makes it harder to rebuild the country. n War does not solve the problem in the long term racism and persecution still exist in Kosovo. n War does not set a good example to our children, who should be living in a peaceful world where conflict can be resolved by negotiation.

16 RESOURCE SHEET 2A Kosovo timeline The Balkans, of which Kosovo is part, have a troubled history. This diagram shows some of the main events before and after the crisis in The Treaty of Berlin between Austria - Hungry and the Ottoman (Turkish) Empire establishes the independence of Serbia, Montenegro and Romania, and creates the state of Bulgaria After the First World War, a kingdom of Serbs, Croats and Slovenes is founded. The kingdom is named Yugoslavia in After the Second World War, Communists seize power in the Balkans and create a federation of six states. One of these is Serbia, with a semi-independent region called Kosovo Slobodan Milosevic, President of Serbia, takes control of Kosovo Kosovo Liberation Army leads a full-scale rebellion against Serb Forces. NATO (including the UK) launches a 78-day air strike and force Milosevic to remove his troops from Kosovo. Milosevic loses the general election and is handed over to an international war 2000 crimes tribunal NATO keep the peace in Kosovo, until Kosovo declares independence in March NATO are still there but their numbers are much reduced.

17 RESOURCE SHEET 2B Kosovo in depth Here is some more detailed information about Kosovo. There s a lot to read, but it s important that you know the background so that you can decide whether the NATO action was the right thing to do. Population in 2008: Ethnic groups: 2.2 million people 93% Albanian 5% Serbs 2% Others - including a large number of Roma Why was the Serbian government interested in taking control of Kosovo? Historically, there has always been tension between Serbs and Albanians about who the original inhabitants of Kosovo were. In recent times, there was a growing general feeling among Serbs that the country was being dominated by the Albanian population. President Milosevic was able to exploit this feeling and gain power by promising to tackle the situation. What happened next? In order to ensure Kosovo s integration into Serbia, Milosevic was needed to displace the large Albanian community mainly through persecution and killings. This is known as ethnic cleansing. Thousands of Albanians fled to neighboring countries such as Macedonia and Albania, and some even travelled further to countries such as the UK and France. However, many more stayed in Kosovo to fight and often die for their country. What happened next? Straight after the end of the war and the downfall of Milosevic, tens of thousands of Albanians returned to their homes in Kosovo. Many thousands more were killed or forced to flee. There was still conflict between Serbs and Albanians in Kosovo and the country was under the administration of the UN (as a protectorate ). As a consequence, NATO army officers remained in Kosovo. After the war, it was mainly the Serbs who suffered, with ethnic tension leading to murders, intimidation and looting in Serbian areas. Many Serbs left Kosovo as refugees soon after the war ended, but as tensions begin to settle, many have now returned. Slobodan Milosevic was sent for trial at the UN s International Courts of Justice, in The Hague, on charges of war crimes in Kosovo, Croatia and Bosnia. He died in prison while awaiting trial in July So what is the situation now? In March 2008, the ruling Albanian party in Kosovo declared independence from Serbia. There has been much controversy over this, and Serbia, Russia, China and others are not willing to recognise Kosovo as an independent state. However, most countries do recognise Kosovo, including the UK, the USA and France. NATO is still working in Kosovo, but with far fewer troops; the UK currently have only 160 troops there, however, Regiments are on stand-by to deploy over there from the UK if required. When did the UK intervene? In 1999 the UK, as part of NATO (which now comprises 26 countries), launched a 78-day air attack, and in October 1999, Milosevic was forced to remove his troops from Kosovo. In October 2000, Milosevic was dramatically forced out of power by Serbian protestors and Opposition parties. Tony Blair, then the Prime Minister of the UK, and Bill Clinton, at the time President of the United States, were considered to be key players in negotiating peace in the region.

18 MAP OF KOSOVO SLOVENIA CROATIA BOSNIA HERZEGOVINA SERBIA ADRIATIC SEA MONTENEGRO KOSOVO MACEDONIA ITALY ALBANIA

19 LESSON 3 TEACHER S NOTES army.mod.uk/armyineducation THE ARMY S ROLE IN KOSOVO Lesson objectives n Activity Sheet 3A. By the end of the lesson, students will have a greater understanding of the following: n The British Army s role in Kosovo n The different situations Army soldiers deal with in war n The skills and characteristics needed to be a soldier working on a peacekeeping mission. For this lesson students will need: n Resource Sheet 3A n Activity Sheet 3A Warm up activities 1. Background Begin by reminding students about what they learnt in the previous lesson by asking the following questions: n Where is Kosovo? Kosovo is in Eastern Europe, next to Serbia. n During what period did the conflict in Kosovo occur? Between 1989 and 1999 n What was the role of the United Nations in this conflict? To look for a peaceful solution to resolve the conflict. n What was the role of NATO in this conflict? To agree and launch military attacks. 2. European Convention on Human Rights Remind students about the Human Rights Act to which they were introduced in Lesson 1. n How many of the rights can they remember? n Can they think of ways in which these rights could be protected or defended? 3. Dealing with conflict Before moving on to the main activities, ask students to think about ways in which conflict is dealt with in school. How easy or difficult is it to find solutions to deal with the following problems? n One person being bullied n A group of students making racist comments n Two students arguing about the planning of a joint school project. Which of the following methods are appropriate when dealing with conflict? n Punishment n Discussion n Compromise n Peer mentoring.

20 LESSON 3 TEACHER S NOTES Main activities 1. Different roles of Army soldiers in peacekeeping situations This activity is designed to help students visualise and understand the different situations that may arise during a conflict and ways in which Army soldiers deal with these issues. In pairs students should study the different photographs on Resource Sheet 3A and discuss what is happening in each. Then handout Activity Sheet 3A and ask students to read through the different quotations. Students are then asked to match up the photograph with the situation described. There are no right answers as such, but the students choices should show that they empathise with the soldiers depicted in the photograph. Once students have completed this, ask them to answer the following questions: n Which of the situations described would you find the most difficult to handle? n Which of the photographs did you find most interesting and why? n What did you learn about the role of an Army soldier that you did not already know? Extension activity Students should focus on one photograph on Resource Sheet 3A. Using the key facts they have learned about the conflict in Kosovo, ask students to write a short story based on what is happening in the photo of their choice. They should write the description from the point of view of the soldier. 2. Adding captions This activity is designed to help students understand the ways in which captions add more meaning and depth to a photograph. Ask students to imagine that these photographs will appear in a newspaper article about the role of British soldiers in Kosovo. They must think of captions that capture the mood of these photographs. Once students are happy with their captions, they should compare theirs with those of other members of the class. How are they similar and how are they different? Summing up In this lesson, students have learned more about the many different roles and situations Army soldiers may encounter during their assignment. When summing up, ensure students understand that human rights often need to be defended, and that the Army is one organisation which does this. Web links Find out about the different roles in the Army. The official site of NATO s Kosovo Force. Bring this topic to life Your local Army Careers Adviser (ACA) can deliver a multimedia presentation about Kosovo to your students. Contact your local ACA to find out more. Contact details for your local ACA can be found on the Army in Education website: army.mod.uk/armyineducation.

21 ACTIVITY SHEET 3A The Army s roles in Kosovo This activity is designed to help you to explore the different situations Army soldiers may find themselves in and the skills and personality required to deal with situations. Read the statements below and match them up to the most appropriate photographs on Resource Sheet 3A. You can use more than one statement for each photograph. As a junior member of the team, this was my first assignment abroad. One of the greatest challenges for me was finding myself in situations where I had to communicate with local As people who could not speak English, and I could not speak either Albanian or Serbian. We go on patrol to prevent looting, vandalism and aggression things can get out of hand because there are strong emotions on both sides, There and many people have suffered terribly. Our role is to keep the peace. War devastates communities and causes huge loss of life. Our job is to make sure that the conflict stops so that people on both sides can work together for peace. And when you ve seen the effects of war at first hand, you really One understand how important it is to maintain that peace. Some children are lucky they are too young to remember the war. We are here to make sure that they won t have to experience conflict during their lifetimes. soldiers we have to learn to put the lives of others first, whilst also protecting ourselves. In a war situation, there is no time to feel frightened we have to focus our attention on making the area safe. is much more to being a soldier than fighting on the front line. One of the more satisfying aspects of our work is helping people. However, it can also be quite frustrating when people are relying on your help and you cannot give them everything they want or need. of the things that often makes me angry about war is the effect it can have on the innocent lives of children. You often want to forget you are a soldier and just give them a big hug. You are also very much aware that your uniform may make you seem more frightening and like an outsider. But as a soldier you cannot allow your emotions to affect your judgment and the quality of your work.

22 RESOURCE SHEET 3A

23 LESSON 4 TEACHER S NOTES army.mod.uk/armyineducation THE WAR IN SIERRA LEONE Lesson objectives By the end of the lesson, students will have a greater understanding of the following: n The facts leading up to the civil war in Sierra Leone n Why there was a civil war n The role of the UN in negotiating peace in the region n The role of the international armies in maintaining the peace n The specific role of the British Army in Sierra Leone. For this lesson students will need: n Resource Sheets 4A, 4B (also used in lesson 5)and 4C n Activity Sheet 4A n Map of Sierra Leone. Warm up activities 1. What do you already know about Africa? Begin by finding out from students what they already know about Africa and more specifically about Sierra Leone. Is there anyone in the class who has been to Africa or has relatives there? What natural resources exist in many African countries, which are exported around the world? Some students may be aware of diamonds, coffee, cocoa and fruits and vegetables, particularly from South Africa. 2. Where is Sierra Leone? Show students the map. Can they think of any reasons why Sierra Leone s capital city is called Freetown? The answer to this is supplied in Resource Sheet 4A. Prompt the students to think about how neighbouring countries, such as Liberia, might affect Sierra Leone. Some students may have heard about recent conflicts in Liberia. As explained in Resource Sheet 4B, there was concern during the civil war in Sierra Leone, that rebels were receiving support from Liberia. Like many other African countries, there is extreme poverty and lack of basic necessities, such as food and water; conflicts often begin over control of natural resources. Bring this topic to life Your local Army Careers Adviser (ACA) can deliver a multimedia presentation about Sierra Leone to your students. Contact your local ACA to find out more. Contact details for your local ACA can be found on the Army in Education website: army.mod.uk/armyineducation.

24 LESSON 4 TEACHER S NOTES Main activities 1. Check your understanding This activity is designed to ensure students understand basic facts about the conflict in Sierra Leone. Begin by reading through Resource Sheet 4A with the class. Then give each student a copy of the questions on Activity Sheet 4A. Ask students to discuss the questions in pairs first, and once they are certain, write down the answers in the spaces provided. Based on the information on the factsheets, they should be able to give the following answers: 1. Sierra Leone is situated on the West African coast 2. Freetown is the capital of Sierra Leone 3. RUF stands for the Revolutionary United Front 4. The UN imposed sanctions on the country in order to pressurise it into finding a peaceful and democratic solution to its problems. 5. The Commonwealth is a family of countries, most of which are joined together by the fact that they were originally part of the British Empire. 2. Problems faced by peacekeeping Army soldiers This activity is designed to help students understand some of the factors that are likely to make peacekeeping missions more difficult. They are also encouraged to think of solutions to some of these problems. Begin by reading through the second part of Activity Sheet 4A. In groups of three, ask students to think of how the factors listed could cause problems for Army soldiers and how they could deal with these situations. Use Resource Sheet 4C as a stimulus. As they go through each one, they should also discuss and briefly say what skills and experiences they feel British Army soldiers may need in order to be able to complete their work in Sierra Leone successfully. 2. Western soldiers are less likely to be used to African heat, and so should be encouraged to work and train in African countries, outside the times when they are dealing with conflict. 3. What happens when a soldier is threatened by a child soldier, knowing that the soldier is as much a victim of war as any other child? This should lead to a discussion of what action is appropriate in an act of defence. This is also an opportunity to remind students that Army soldiers are guided by rules of engagement which will tell them when they are entitled to attack as a means of self-defence and protection. 4. When dealing with victims of war, soldiers need to be aware that often the people who they are rescuing have not met foreign soldiers before. Students should be able to answer this question by referring to their discussions during previous lessons on Kosovo. 5. Shortage of food and water supply may mean that Army soldiers have to get used to living on smaller amounts of food and fewer luxury items. This should be incorporated into their training. Summing up This lesson has introduced students to the conflict in Sierra Leone and some of the dangers and challenges that Army soldiers face. Foreign soldiers in war situations are almost always in a position where they understand the hazards and geography of the country much less than the aggressors. This was certainly the case in Afghanistan, where fighters could often burrow themselves in the mountains, making it almost impossible for them to be found. Students should also begin to understand what it is like to be in the Army the positive as well as the negative aspects. Students should identify the following problems and discuss solutions: 1. Western soldiers are less likely to have experience of the jungle, which has many dangers such as dangerous animals and intense heat. In addition, dense vegetation is likely to restrict visibility. In such terrain it would be more difficult to spot enemies and could lead to abductions of many soldiers. Soldiers are therefore likely to need some training in advance, and should only work in groups. Web links For maps of Africa:

25 ACTIVITY SHEET 4A The Army s roles in Sierra Leone These activities will help you understand why the Army was deployed to Sierra Leone and what problems soldiers faced. Use Resource Sheets 4A, 4B and 4C to help you. 1. Check your understanding 1. Sierra Leone is in which part of Africa? 2. The capital of Sierra Leone is called...? 3. What does RUF stand for? 4. Why do you think the UN imposed sanctions on the country? 5. What do you already know about the Commonwealth? 2. What are the problems peacekeeping Army soldiers are likely to face? Your challenge is to prepare a group of soldiers to serve in Sierra Leone. How are the following factors likely to make your job more challenging and how do you envisage overcoming these problems? 1. A large part of Sierra Leone is jungle. 2. Temperatures in Africa can reach well over 100o Fahrenheit or 38o Celsius. 3. Child soldiers were commonly used in the war, with many children drugged and therefore not in control of their actions. 4. Many women and girls were abused by the rebels, and therefore may feel frightened of male soldiers. 5. There is a shortage of fresh water and food.

26 RESOURCE SHEET 4A Sierra Leone timeline Sierra Leone is a former British colony in a poverty stricken and unstable area of Africa. Here are some of the main events before and after the crisis in British individuals establish settlements in Freetown, Sierra Leone. It is named Freetown because it is home for rescued and repatriated slaves. Freetown becomes part of the British Empire. Sierra Leone is granted independence from Britain. Beginning of civil war started by former Army corporal Foday Sankoh, and his Revolutionary United Front (RUF), fighting against President Momoh, and capturing towns on border with Liberia. Attempts to negotiate peace fail, and the Commonwealth bans Sierra Leone. United Nations Security Council imposes sanctions on the country More attempts at peace, and the United Nations Army arrives to impose the agreements made Violence escalates, including the abduction of UN forces and British hostages. British Armed Forces arrive to rescue hostages. A total of 17,000 foreign troops, including 2,000 British soldiers, help to disarm the 45,000 fighters. UN-backed war crimes tribunal opens courthouse to try senior militia leaders 2004 from both sides of civil war UN troops leave. Some UK troops still remain in the country to this day. Their mission is to continue the process of re-training the new Sierra Leone Army and prevent it becoming corrupt.

27 RESOURCE SHEET 4B Sierra Leone in depth Here is some more information about Sierra Leone. This should help you to understand why the Army was deployed, and what happened afterwards. Why was there a civil war in 1991? During the 1980s, both Sierra Leone and its neighbouring country, Liberia, were facing economic crisis, and both countries were close to being the poorest in the world. This lead to civil unrest, with various groups protesting about the way which both countries governments were handling the situation. Different opposition groups had conflicting views as to how to resolve the matter and this lead to civil war. The Revolutionary United Front (RUF) began a battle with the government because they believed they could put an end to the extreme poverty the country was suffering. In particular, the RUF protested that profits made from the country s main natural resource - diamonds - were being used to benefit individuals, rather than the country as a whole. The situation was made even worse because of the support the rebels were getting from Liberia. How was the war different from that in Kosovo? Kosovo was a semi-independent region whose independence was threatened by the government. Sierra Leone was faced with a rebellion by some of its own people: a civil war. How did the ordinary people in Sierra Leone suffer? The struggles in Sierra Leone became a bloodbath, with amputations becoming a trademark of the war, particularly cutting off people s hands. Rapes and abuse of thousands of women and girls were also widely reported, and the death toll reached over 50,000. To what extent did the children suffer? Almost 10,000 male children, some as young as seven, have been recorded as being abducted and forced into battle by the rebel forces. Often they were made to attack their own family and friends, and to carry out amputations and murders. The stories of violence and abuse suffered by children are harrowing, and many of these children still bear the scars. How was the British Army involved? British Army soldiers arrived in 2000 to attempt to help put an end to the 10 years of war and violence. Sierra Leone is an ex-colony of Britain, and its people felt relief when the British Army arrived. The Army was not just involved in protecting ordinary people and maintaining peace, it also helped to re-train the Sierra Leone army, in order to help the elected government of Sierra Leone disarm the forces. The involvement of the British Army in Sierra Leone has been seen as a real success as far as Britain s foreign policy is concerned, and as one BBC journalist reported, many ordinary villagers would chant British you are welcome, British you are welcome. What is the situation today? The RUF is now mainly defeated and Sierra Leone is now enjoying a new stability elections were held in 2002 and the war was declared over. However, the country is also suffering from extreme poverty, and less than 3% of the population has access to clean drinking water, and there is also an HIV/AIDS crisis. The UK is currently giving 40 million in aid, and there is hope that Sierra Leone will recover from its ordeal. By 2004, the disarmament process was complete and in the same year an UN-backed war crimes court began holding trials of senior leaders from both sides of the war. In December 2005, UN peacekeeping forces pulled out of Sierra Leone, but a British team remains in the country to train and advise the new Sierra Leone Army. In 2007, more elections were held, and Ernest Bai Koroma was elected president.

28 RESOURCE SHEET 4C

29 MAP OF SIERRA LEONE SENEGAL MALI GUINEA-BISSAU GUINEA Conakry NORTH ATLANTIC OCEAN Freetown SIERRA LEONE IVORY COAST Monrovia LIBERIA

30 LESSON 5 TEACHER S NOTES army.mod.uk/armyineducation CHILD VICTIMS OF WAR Lesson objectives By the end of the lesson, students will have a greater understanding of the following: n The various dangers faced during the civil war in Sierra Leone n The role of the British Army in Sierra Leone n Ways in which different groups, individuals and organisations can work together to help prevent a repeat of this violence. For this lesson students will need: n Resource Sheet 5A (also used in lesson 4) n Activity Sheet 5A. Warm up activities 1. UN Convention on the Rights of the Child Begin by reminding students about what they learnt in Lesson 1, about the UN Convention on the Rights of the Child. Refer back to their previous notes. What are the four main areas in which children have special rights? Why did the international community think it was the right to give children extra protection and why is a universal code of practice necessary. 2. Children s rights in Sierra Leone Based on what students learnt in the last lesson about the civil war in Sierra Leone, in what ways was the UN Convention on the Rights of the Child broken in the country? How do they imagine children can be involved in the rebuilding of the country in peaceful times? Students should be able to make reference to examples such as youth groups contributing to decision making at local and national government level.

31 LESSON 5 TEACHER S NOTES Main activities 1. The war in Sierra Leone This activity is designed to help students explore the ways in which civil war tore Sierra Leone apart for ten years. Begin by reading through Resource Sheet 5B with the class. When finished, use the following questions (bearing in mind the points given) to generate class discussion: (a) What advice could you give to prevent another war stemming from the distribution of and profits made from natural resources? n The importance of a democratic and open government which is committed to ensuring public money is spent efficiently. n The role of the international community. (b) Why do you think male children were used to fight in the war? n Children can be manipulated and used to do the work adult soldiers may not want to do. n Rebels recruited children to ensure a bigger Army. (c) Why do you think the British Army was so welcomed? What does it tell us about the reputation of the Army in other countries? n Ordinary people suffered during this war and looked to the British Army for a solution. Many stories of the ways in which children suffered in Sierra Leone are recorded at If possible, give students an opportunity to look at this site. Some of the stories are very disturbing and you may want to look at the site in advance to ensure it is appropriate for the levels and abilities in your class.

32 LESSON 5 TEACHER S NOTES 2. Working together to prevent war This activity is designed to encourage students to understand the ways in which the international community could work together to prevent wars in the future. It also reminds students that they too can be active in helping to prevent international conflict. Students are asked to think about the ways in which the organisation and bodies listed on Activity Sheet 5B could play a role in promoting world peace. They should be able to make the following statements: n The Army soldiers are trained as peacekeepers and in facilitating peaceful resolutions. The presence of the Army can act as a stabiliser and as a deterrent. n The Media crucial in reporting and investigating stories. We as individuals can absorb these stories and learn more about what is happening. n Pressure Groups students should be aware of charities such as Amnesty and Save the Children, who put pressure on governments to listen and act upon their research and recommendations. n Charities organisations such as UNICEF and Christian Aid give aid and support to children who become victims of war. We as individuals can volunteer or donate money to these groups. n Individuals students may be able to give examples such as Sir Bob Geldof, who has supported the people of Ethiopia for the last 20 years. Students should also think about what they as individuals can do, such as write to their local MP. n Lawyers and courts they can bring the perpetrators of war to trial on charges of violating human rights. n Teachers can help teach children about rights and wrongs, in order to prevent further wars in the future. n Politicians governments and individual politicians must work together to decide on common agreements to protect human rights. Students may be able to identify individual leaders and figure heads, such as Nelson Mandela and Ban Ki-moon. n Communities they can work together to encourage governments to take actions much more quickly to prevent the violation of human rights. Bring this topic to life Your local Army Careers Adviser (ACA) can deliver a multimedia presentation about Sierra Leone to your students. Contact your local ACA to find out more. Contact details for your local ACA can be found on the Army in Education website: army.mod.uk/armyineducation. Extension activities Ask students to devise a letter, addressed to their MP, explaining their views on the suffering of children in Sierra Leone. The letter should include the following: n Why they are writing n What they know happened to many children in Sierra Leone n What they think Britain could do to help those children now n How they think that a repeat of this civil war could be prevented. The letter should be no longer than two sides. Summing up This lesson encouraged students to learn about ways in which the whole of the international community should work more closely together to prevent a repeat of this situation. They also learnt about ways in which children in Sierra Leone suffered and are still suffering. Web links For further research, students could look at the following sites:

33 ACTIVITY SHEET 5A Protecting the rights of children This activity is designed to help you understand more about the roles of different groups in solving problems around the world. On Resource Sheet 5A, you will read about ways in which children become the victims in a civil war situation, like that in Sierra Leone. You will also understand more about the ways in which peacekeeping armies can help to stop the abuse and violence. But armies alone cannot help to resolve such problems. In order to prevent such atrocities, different groups and organisations need to work together to take action before the problem becomes too great. Look at the list below, and think of ways in which the following groups and organisations could work together to prevent another situation like that in Sierra Leone. The Army The Media Charities Lawyers and Courts Politicians Pressure Groups Individuals Teachers Communities Once you have discussed the contributions each group can make, then put the groups in rank order, starting with the most important first. Once you have completed this, compare your answers with another group in your class, and try to justify the order that you have chosen.

34 RESOURCE SHEET 5A Sierra Leone in depth Here is some more information about Sierra Leone. This should help you to understand why the Army was deployed, and what happened afterwards. Why was there a civil war in 1991? During the 1980s, both Sierra Leone and its neighbouring country, Liberia, were facing economic crisis, and both countries were close to being the poorest in the world. This lead to civil unrest, with various groups protesting about the way which both countries governments were handling the situation. Different opposition groups had conflicting views as to how to resolve the matter and this lead to civil war. The Revolutionary United Front (RUF) began a battle with the government because they believed they could put an end to the extreme poverty the country was suffering. In particular, the RUF protested that profits made from the country s main natural resource - diamonds - were being used to benefit individuals, rather than the country as a whole. The situation was made even worse because of the support the rebels were getting from Liberia. How was the war different from that in Kosovo? Kosovo was a semi-independent region whose independence was threatened by the government. Sierra Leone was faced with a rebellion by some of its own people: a civil war. How did the ordinary people in Sierra Leone suffer? The struggles in Sierra Leone became a bloodbath, with amputations becoming a trademark of the war, particularly cutting off people s hands. Rapes and abuse of thousands of women and girls were also widely reported, and the death toll reached over 50,000. To what extent did the children suffer? Almost 10,000 male children, some as young as seven, have been recorded as being abducted and forced into battle by the rebel forces. Often they were made to attack their own family and friends, and to carry out amputations and murders. The stories of violence and abuse suffered by children are harrowing, and many of these children still bear the scars. How was the British Army involved? British Army soldiers arrived in 2000 to attempt to help put an end to the 10 years of war and violence. Sierra Leone is an ex-colony of Britain, and its people felt relief when the British Army arrived. The Army was not just involved in protecting ordinary people and maintaining peace, it also helped to re-train the Sierra Leone army, in order to help the elected government of Sierra Leone disarm the forces. The involvement of the British Army in Sierra Leone has been seen as a real success as far as Britain s foreign policy is concerned, and as one BBC journalist reported, many ordinary villagers would chant British you are welcome, British you are welcome. What is the situation today? The RUF is now mainly defeated and Sierra Leone is now enjoying a new stability elections were held in 2002 and the war was declared over. However, the country is also suffering from extreme poverty, and less than 3% of the population has access to clean drinking water, and there is also an HIV/AIDS crisis. The UK is currently giving 40 million in aid, and there is hope that Sierra Leone will recover from its ordeal. By 2004, the disarmament process was complete and in the same year an UN-backed war crimes court began holding trials of senior leaders from both sides of the war. In December 2005, UN peacekeeping forces pulled out of Sierra Leone, but a British team remains in the country to train and advise the new Sierra Leone Army. In 2007, more elections were held, and Ernest Bai Koroma was elected president.

35 LESSON 6 WHAT THE PAPERS SAY TEACHER S NOTES army.mod.uk/armyineducation You will need to use the ICT suite for this lesson Lesson objectives By the end of the lesson, students will have a greater understanding of the following: n The role of the media in keeping the public informed about what is happening n The ways in which journalists incorporate fact and opinion n The importance of first-hand, eyewitness accounts n Ways in which a report can help to develop the reader s opinions about the situation. For this lesson students will need: n Access to the Internet for all students (or pre-downloaded articles) for the following: n Activity Sheets 6A and 6B. Warm up activities 1. What do you already know about newspaper reporting? Use Activity Sheet 6A. Begin by finding out what students may have already learnt both in Key Stage 3 (ages 11-14) Citizenship classes, and in other relevant subjects such as English Language. Use the following questions to generate small group discussions: n What newspapers do you read? n What are the key differences between tabloids and broadsheet newspapers? n Do you ever search for news stories online? 2. How are wars reported? Find out what students already know about war reporting from what they have seen or read in recent times. They may be able to name individual journalists, such as Rageh Omar, particularly because of events in Iraq. They may also be aware of the dangers journalists face, and that there have been a number of front-line deaths. Finally, students may know that in recent times journalists have often been attached or embedded in different situations. Why do students think this type of news reporting is so important?

36 LESSON 6 TEACHER S NOTES Main activities 1. Summarise This activity is designed to help students think about the ways in which journalists report conflict. Choose two articles from the four listed above: there are two about Kosovo and two about Sierra Leone. Students should work in pairs. Each pair should decide which person is going to read which article. Then each person should cut and paste key sentences from the article into a Word document to produce a short list or summary for the other person in the pair. Ask two students for each article to read out their summaries. Discuss the ways in which the summaries are different: n How do personal opinions affect what you pick out from a newspaper report? n How do journalists try to influence what you think is important? Once students have completed this, check students understanding of the articles by asking the following questions: n What is the main focus of both articles? n Why are both journalists concerned that peace may not last forever? n What positive comments are made about the intervention of the international peacekeepers? n Why do the journalists think the international community has not done enough? n Give one reason why it is important for peacekeepers to remain in a country long after a war is over? 2. Fact or opinion? This activity encourages students to explore ways in which newspaper reports help to formulate our opinions about a story. Begin by handing out Activity Sheet 6B and ensuring that students understand the difference between fact and opinion. Then ask students to create a grid on the computer and fill it in, copying and pasting three examples in each article of a fact and an opinion. Once this is completed, students should compare their answers with those of others. Are there any examples where students are uncertain as to whether it is fact or opinion? They could also use their grids to check whether their summaries from activity 1 are mainly fact or opinion. Then discuss the following questions: n How much fact and how much opinion do you think is included in both articles? n How many interviews are there in each article and why do you think they have been included? n To what extent do the journalists back up their opinions with fact? n To what extent are your views influenced by the opinions of the journalists? n Having read these articles, how positive do you feel about the situation in Sierra Leone today? Summing up This lesson has encouraged students to look at ways in which news reporting can help to keep us informed about what is happening in the rest of the world. When finishing this lesson, ask students to think about the following questions: n Why is it important to keep up to date with what is happening in other countries? n How do you think newspaper reporting can put more pressure on governments to take action? n Are you more likely to read war reports as a result of this lesson? Extension: write your own newspaper article Imagine you have been asked to write a report about the situation for children in Sierra Leone now that the civil war is over. This article is for a website aimed at teenagers. The article must be about 500 words long and should be written as though you have visited Sierra Leone. When writing this, try to include the following: n A snappy headline which explains what the story is about n A subheading which links to the main headline n A hook the first two or three sentences should give an overview of what the article is about n First-hand interviews try to add to your story by including fictional interviews with key people n Your opinions as a person who has visited Sierra Leone, try to give your opinions about what you think the situation in the country is now n A list of useful web links so that readers can find out more information.

37 ACTIVITY SHEET 6A Media coverage These activities will help you to understand the role of the media in modern warfare. The media have a very important part to play in modern warfare and are the main way in which the public finds out about situations like those in Kosovo and Sierra Leone. You are going to use two newspaper articles to examine how newspapers report wars. Check your understanding 1. What do you already know about newspaper reporting? n What newspapers do you read? n What are the key differences between tabloids and broadsheet newspapers? n Do you ever search for news stories online? 2. How are wars reported? n Can you name any journalists who report from the front line? n What dangers do journalists face when reporting from the front line? n Many journalists were embedded during the Iraq war. Do you know what this means? Why is it important? Summarise Work in pairs. You and your partner should choose who is going to work on which article. Then copy and paste key sentences from your chosen article into a word document to produce a short list or summary for your partner. Then read out your summaries to one another and think about the following: n How are your summaries different? n How do personal opinions affect what you pick out from a newspaper report? n How do journalists try to influence what you think is important?

38 ACTIVITY SHEET 6B Fact or opinion? This activity is designed to help you find out how journalists use fact and opinion to influence the people who read their articles. Fact: an event, thing or idea that can be proven. Opinion: a point of view that may be based on evidence, but cannot be proven. Use a Word document to construct a grid like the one below. For each article, see if you can find evidence of three examples of fact and opinion and fill in your grid. Fact Article One: Opinion Article Two: en suffer?

39 AN INTRODUCTION TO HUMAN RIGHTS The European Convention on Human Rights was signed in 1950 and came into force in September The following rights (which are from the European Convention) are contained in the British Human Rights Act (2000): Article 1: This introduces the other articles and says that the State must ensure that everyone has the rights in the convention Article 2: The right to life Article 3: Freedom from torture and inhuman or degrading treatment or punishment Article 4: Freedom from slavery and forced or compulsory labour Article 5: The right to liberty and security of the person Article 6: The right to a fair trial Article 7: Freedom from retrospective penalties or laws Article 8: Respect for private and family life, home and correspondence Article 9: Freedom of thought, conscience and religion Article 10: Freedom of expression Article 11: Freedom of assembly and association Article 12: The right to marry and have a family Article 13: The right to an effective remedy (this means that if your rights are abused, you can complain officially to a court) Article 14: These rights shall be applied without discrimination on any grounds (i.e. sex, colour, sexuality or any other reason) New additional articles, called Protocols, have been added to the Convention since 1950 in the light of new situations and concerns. Article 1 of Protocol 1: Article 2 of Protocol 1: Article 3 of Protocol 1: Protocol 6: The right to peaceful enjoyment of possessions The right to education The right to free elections at regular intervals Prohibition of the death penalty