Secondary 2

Global Perspectives Conference

Scarce Resources: Conflict and Peace

Student Booklet

Topic: Conflict and Peace

Skill focused: Analysis, Reflection
Challenge: Scarce Resources
Name: ________________________
Class: _________________________
Day 1: Conflict and Peace [ Cooperation V Competition/ Role Play]

Introduction [Objective and Success Criteria]

Warm Up Activity: River Crossing Activity

The object of this activity is to get all the members/one of the group members safely across the
bridge. You must work as a group – you must all be on one side of the bridge; you can cross one
at a time to the other side of the bridge. The bridge is set up with the bombs, so if someone step
on the bomb, you can’t move on. (Facilitator will announce that you are “out” if you step on the
bomb. The next member has to start again. If the member step on the tile of bridge safely,
facilitator will say “Pass”.) Each student can play once. Time allotment is 5 minutes and facilitator
are going to count how many members can cross the bridge within time allotted.

Game template link to view:

https://docs.google.com/document/d/1IbPZWg3GKPdjw5JX13_8TykYwtmufgPRI-
Qk7jLr9Io/edit?usp=sharing

Main Activities Sequence

Activity 1 – Cooperation V Competition

Task A: Reflection Questions

• What happened during the process? What worked? What didn’t or what hindered the
process?
• What leadership was demonstrated during the process? How so? What did you observe?
• What were the individual roles people played? Were members comfortable with their
roles?
• Who knew what the process for crossing was? Who didn’t? How did you communicate the
plans to group members?
• What might the different aspects of the exercise represent in your group: the tiles, the
bombs, the facilitator, etc?
• When the first people rushed off the river and stranded some of you how did that feel?

Reflection – you will be asked some questions about the activity and what you observed
while you were doing it. Write your responses here:
Task B: Mind Mapping

In your groups, discuss when it is better to cooperate with people and when it is better to be
compete with them. Think of examples for each case and discuss why one way or the other is
better.

By using one of the mind-mapping apps (https://coggle.it/ , or https://www.mindmeister.com/ , or

Google Jam board.), make a list of the examples you agreed on. Also make a list of advantages and
disadvantages for both, cooperation and competition.

Share your list with the class so that other groups and teachers can see your ideas.

Advantages and Disadvantages of Cooperation and Competition

Provide your Mind-Map link here:

Activity 2 – How can problems arise over school resources?

You are going to read about three types of resources that you might use while you are at school.
When you have read the descriptions, discuss these questions with others in your group:

• What other examples of each type of resource can you think of in your school?
• How might these different types of resource cause problems between people at school?
• Have you had any personal experience of a problem like this? Describe the problem and
how you solved it.
• Which types of problems are the most serious, and why?
 1. In your school environment, there may be some things that are your personal property that
you bring into school or keep at school for your personal use. Usually this means things that
you have bought, or someone has bought for you, such as your pencil case or your
textbooks.

2. There may be other things in your school environment that are for your exclusive use while
you are at school, but you don’t actually own. For example, you may have a locker which if
for your use only, or a desk that you always sit at.

3. There may be other things which you can use while you are at school, but which you are
expected to share with others. For example, there is the equipment that you use in lessons
like science or PE, books from the school library, seating in the school canteen.

Use the following space for the notes for Activity 2.

Activity 3 – How can such problems be resolved?

You are going to think about how the problems you have been discussing can be resolved. Here is
an example of a problem which might occur with one of the types of resource you’ve been talking
about.

At Learn lot International School, each student has a peg on which to hang their coat and school
bag.

Student A (we’ll call her Sally), arrives one morning to find that Student B (Hector) has hung an
enormous bag on the peg next to Sally’s, so there is no room for her to hang her stuff up.

What should Sally do?

In your group, take it in turns to be Sally and Hector, and role-play different ways in which they
might handle the situation. If necessary, further roles can be added (e.g., a teacher and/or other
students). During your role-play, other students may intervene to suggest the next action/way to
resolve the situation.

Reflection
Which ways of handling the situation are likely to lead to the problem being resolved, and what
might make it worse?

Imagine the following outcomes. What would each of them look like?

Sally ‘wins and Hector ‘loses’.

Sally ‘loses’ and Hector ‘wins.
Sally ‘wins and Hector ‘wins.
Sally ‘loses’ and Hector ‘loses’.

In each of the outcomes you have imagined, what are the feelings of Sally and Hector?

What are the likely future consequences of each of the outcomes you have imagined?

Who else might be involved in solving the conflict?

What could their role be?

Now think of a different situation in which a problem might arise over resources at school.

Role-play the people involved in the problem, and see if you can apply what you’ve learned in
order to resolve the problem.
Activity 4 – Day 1 Reflection

Task A: Write a 5-sentence summary of the day:

I’ve learnt

One thing that I remember

One thing that went well

Our group works

Our individual work

Task B: Give yourself/your team 1-3 stars on:

Your team’s work: Your contribution to teamwork:

Task C: Explain why the number of stars:

I rate ( ) stars to my team’s work and ( ) stars for my contributions to my team because

Task D: Set your own targets for Day 2 or note down how you’d like to be a better team member
on Day 2.
 Homework for Day 1

1. Share your findings within your group and finish up your booklet in Day 1 session. (Make
sure all the group members complete the booklet).

2. Think a conflict situation that may happen in the community and drop the scenario in the
space given below. You can complete this with your team.
 Day 2: Conflict and Peace [ Presentation]

Activity 5 – What conflicts can arise over resources in other situations?

Read your handout describing a conflict situation that may happen in the community. Discuss the
scenario with your group to explore initial thoughts about solutions to the conflict – apply what
you have learnt so far about resolving problems.

Use the table below to record your group’s thinking.

Nominate an ‘envoy’ from your group – this person will ‘travel’ to other groups, describing your
scenario and seeking their advice on how the situation may be resolved. The envoy will record
notes and share them with your group on her/his return. Now discuss the situation again to come
up with the best resolution.

Make sure you record this activity carefully as it will be counted as your group project. Use the
table on the next page to help with this.
What is the problem? Identify the What would it look What would it look like if B Who else might have
cause of the conflict and the like if A won and B won and A lost something to gain or lose
parties directly involved. lost from the situation?

Who could work with both parties What is your Do you think your solution What have you learnt that
to help them reach a solution? proposed solution to will be successful? might be useful to you in
the problem? Why/Why not? the future?
Activity 6 – What conflicts in the world are caused by disputes over resources?

During this activity, you are going to work together with your team mates for a PowerPoint
presentation and some instruction around resource scarcity driven global conflict.

Decide one example of global conflict (identify past, present or potential (future) dispute over
resources that has led/may lead to conflict within or between countries) and do research based on
the topic your team chose.

You can put the possible solution for the conflicts that you chose in slide.

Create a PowerPoint presentation slide (minimum 5 slides) and present it in front of the class,
teachers and leaders.

Provide your Presentation link here:

Activity 7: Final Submission and Assessment:

1. Written response: you will submit the student booklet after completing all the activities.

2. Teacher assessment: Teacher assessment Rubric for the written response and participation

What? • What issue was addressed by our project?

Why? • Why did we choose this issue for our project?

• What goals did we want to achieve?
• What course of action did we wish to follow?
• What personal/local/global perspectives did your
course of action address?

Research Findings • What were your research findings on this issue?

Course of Action • Summarize the course of action taken by your

team.
• Why did you choose this particular course of
action?
Strengths and Limitations • What have I learned during this project?
• How have my thoughts or opinions changed
since the beginning of this project?

Reflection Response:

Reflection Paper
In the space below, please write at least 500 words reflecting on your learning during this
conference. In your response, you should:
• Explain what is meant by ‘scarce resources’ and how a resource scarcity might lead to
conflict. You need to give a global example, a local example and a personal example.
• For each example you give, suggest a way that the conflict may be resolved.
• Finally, explain why working collaboratively (together) is likely to result in better
opportunities to resolve conflicts.
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Teacher Rubric: your teacher will use this to assess your project.
AO1 – Research, analysis and evaluation

Learning 4 marks 3 marks 2 marks 1 mark 0 marks

objective
A Formulates a Formulates a Attempts to Focuses their No
Constructing well-constructed research question formulate a research creditable
research and focused which is relevant to research around a title response
questions research the issue chosen question with which has
questions which but not focused some some
is relevant to the enough to be fully relevance to relevance to
issue chosen answered in the the issue the issue
(4 marks) report chosen chosen but is
not formulated
as a research
question
B Analyses the Analyses the issue, Analyses the Attempts to No
Analysis issue effectively, explaining some issue, analyse the creditable
explaining a causes and identifying issue, response
range of clear consequences. some causes identifying one
and relevant 3-4 marks and/or cause or
causes and consequences consequence.
consequences. 2 marks 1 mark
5-6 marks
C Evaluates Evaluates sources Evaluates Attempts to No
Evaluation sources of of information, some sources evaluate one creditable
information, recognizing that of information source of response
explaining why some may contain but does not information
some may bias. acknowledge 1 mark
contain bias. 3 marks the possibility
4 marks of bias.
2 marks
D Relevant Relevant Information information No
Information information information from from different from one creditable
skills from a range of different sources sources source response
different sources 3 marks 2 marks 1 mark
4 marks
E A clear and An explicit global An attempt to An attempt to No
Global explicit global perspective on the present a present a creditable
perspective perspective on issue, supported global global response
the issue, with evidence and perspective on perspective on
supported with an attempt to the issue, the issue but
evidence and an explain how the supported based on
explanation of perspective is with some assertion
how the global in nature evidence. rather than
perspective is 3 marks. 2 marks evidence.
global in nature. 1 mark
4 marks
F A clear and An explicit national An attempt to No
National explicit national perspective on the present a creditable
Perspective perspective on issue, with one (or national. response
the issue, with more) relevant
two (or more) examples of the
relevant and perspective from
substantiated the country chosen.
examples of the 3 marks
perspective
from the
country chosen.
4 marks
G A clear and A contrast No
Different insightful between the creditable
perspectives contrast global and response
between the national
global and perspectives
national chosen.
perspectives 1 mark
chosen.
2 marks
H A realistic A realistic national A national or An attempt to No
Problem national or local or local course of local course of propose a creditable
solving course of action action which may action which national or response
which is likely to help resolve the may help local course of
help resolve the issue. improve the action.
issue. 3 marks issue. 1 mark
4 marks 2 marks
AO2 – Reflection

I Reflects on how Reflects on how Reflects on how Make an No

Reflection their personal their personal their personal attempt to creditable
perspective on perspective on perspective on reflect on how response
the issue has the issue has the issue has their personal
changed or changed or changed or perspective on
developed, developed, developed, but the issue has
making making reference no real reference changed or
reference to to research to research developed.
research conducted or the conducted or the 1 mark
conducted and national or global national or global
the national or perspective perspective
global analysed. analysed.
perspective 3 marks 2 marks
analysed.
4 marks

AO3 – Communication and collaboration

J Is well-constructed and Is structured but at No creditable
Communicating coherent. times difficult to response
information 2 marks follow.
1 mark
K Has consistent Makes an attempt to No creditable
Referencing sources referencing of sources reference some response
throughout, including sources.
author and title. 1 mark
2 marks

Reflector %

Self

Peer

Teacher

Result
Student awarded a:
Bronze Silver Gold
Comment by teacher:
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Self-reflection: How do you think you went in the GP project?

I need to I’m okay: I’m It is a strength

Reflection improve in 2 good: 3 of mine: 4
this area: 1

How do you rate your

contribution to your group?

How were you as a team

member of the group?
Are you an effective
communicator?
Did you do your fair share of
the work?
Were you supportive or the
other team members?

Peer reflection: How do you think your team went in the GP project? Team to give overall result
for :

I need to improve I’m I’m It is a strength

Reflection in this area: 1 okay: 2 good: 3 of mine: 4

How do you rate your

contribution to your group?

How were you as a team member

of the group?
Are you an effective
communicator?
Did you do your fair share of the
work?
Were you supportive or the other
team members?
Student comments:
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Exit Ticket - Day 2

1. As part of your reflection, answer the following questions briefly.

3 most important points 2

about the topic/content
(Conflict and Peace)
3

2 most important things

you’ve learnt about
2
teamwork

1
1 way you contribute to
teamwork
 2. Self-assessment. Consider the following skills (success criteria) and circle the smiley
face that applies.
How do you want to
Skills/success criteria Self-rating
improve?
(1A) I will be able to write, present or
discuss ways in which I will try to resolve
situations of conflict on my own lives in ☺
the future.
Reflection

(1B) I can describe how they have a

deeper understanding of the ‘basic
economic problem’: that the world has
☺
insufficient productive resources
(scarcity) to fulfill all human wants and
needs
(2) I can explain the problem of scarcity
and how individuals, society and nations
Analysis

have approached solving it in the past and

☺
can defend and give evidence of different
perspectives when analysing different
issues.
3. Check your Day 1 reflections.

* Have your views changed?

* Would you give yourself the same number of stars?

* Have you managed to achieve the goals you set for Day 2?

4. Write down 1-3 things you are taking away from this challenge that you can use in the
Checkpoint.

Well done on this GP challenge!

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