Roadmap To Peace - Teacher Pack: Description

Roadmap to Peace - Teacher Pack
Description
In this project, students will explore the issue of
conflict to gain an understanding of the process
that lead to the various conflicts across the
world. They will choose an existing conflict to
study, identifying the arguments on both sides,
and formulate a number of key ideas for
promoting peace in that region. They will have
opportunity to exchange ideas with other
schools.
Check out the Community page to see which schools are participating, read latest news
and further information.
Main Themes
Students will carry out activities to help them understand the processes leading to
conflict. They will research a conflict and identify the arguments on both sides. Using
their knowledge, they will put together a roadmap for peace and share with a partner
school using video conference or chat.
Target Student Audience
This project is aimed at students aged 11 - 14.

In the UK, this represents Curriculum Key Stage 3 and Year 7 - 9.
Curriculum Areas
This module will support students’ work in Geography, Citizenship, English (UK
Attainment Target 1: Speaking and Listening), ICT and History.
Duration
Approximately five lessons

• One lesson to explore reasons for conflict
• One lesson to research chosen conflict
• One lesson to consider arguments on each side of the chosen conflict
• One lesson to production of the roadmap
• One lesson to hold video conference or convey findings to a partner school
Key activities
• Activities that help students understand what causes conflict
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• Research into a conflict that generates understanding of the arguments on both
sides
• Production of a roadmap for peace that includes key ideas for how the opposing
sides might find a way of living together peacefully
• Sharing ideas with another schools using video conference or chat
Learning Outcomes
Geography
Students will:
• Have opportunity to recognise that human actions may have unintended
environmental consequences and that change sometimes leads to conflict.
• Gain an appreciation of the fact that different values and attitudes may result in
different approaches that have different effects on people and places.
Citizenship
Students will:
• Have opportunity to think about topical political, spiritual, moral, social and
cultural issues, problems and events by analysing information and its sources.
• Gain an understanding of the importance of resolving conflict fairly.
English:
Students will:
• Have opportunity to use a range of texts to support essential points, phrases
and relevant information to support their views.
• Have opportunity to match their talk to the demands of different contexts and
take an active part in discussion, showing understanding of ideas and
sensitivity to others.
ICT:
Students will:
• Exchange information and ideas with others in a variety of ways.
History:
Students will:
• Have opportunity to make links between events and changes and give reasons
for, and results of, these events and changes.
• Have opportunity to lean that some events, people and changes have been
interpreted in different ways and suggest possible reasons for this.
• Have opportunity to explain how and why different historical interpretations
have been produced.
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Lesson Planner
Week Content Outputs
1 Learning about conflict. Students brainstorm Message for posting on

conflict to see that most of their ideas they forum about positive
have linked to conflict are negative. They are aspects of conflict and
introduced to the positive aspects of conflict conflict resolution.
and try to identify these in a conflict they have
experienced.
They are introduced to ways in which conflicts
can be resolved.
2 Choosing a conflict to study. Students will Brief research on three

have a shortlist of three conflicts chosen by the conflicts and vote to
teacher on which they will carry out brief decide on the conflict for
research. Following their research, they will which the roadmap will be
vote on their chosen conflict to decide which created.
will be the focus of their roadmap.
3 Understanding the conflict. Students will look Completed worksheet that

in depth at the chosen conflict they are to clearly states the key
study to identify the arguments on both sides. issues and arguments on
Students will use the Internet, Rafi.ki resources each side of the conflict.
on the project page and background reading to
determine the key issues within the conflict.
4 Producing the roadmap. Students use the Completed roadmap in the

information they have gathered on their chosen form of a poster,
conflict to produce ideas that could be used to document or presentation
create peace in the region. They transfer these for uploading to the Rafi.ki
ideas to a document or presentation that can community.
be uploaded to the Rafi.ki community.
5 Sharing the roadmap with a partner school. Uploaded roadmap, posts

Students can upload their completed in the forum or a video
roadmaps on to the Rafi.ki community and conference.
follow up with posts to the Roadmap to Peace
forum.
Where possible, schools may partner up to
hold a videoconference to discuss their ideas
for peace.
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Teacher Fact File
Delivering this Project
Essentially for this project your group will be studying a conflict chosen by the group.
There are a number of conflicts which you can choose to study. There are suggestions
outlined below along with recommended websites. However, if you wish to choose a
different conflict you are more than welcome to do so.
You may wish to study the same conflict as your partner school or just swap ideas
towards the end of your work. It is up to you!
Timing
The lesson plans given for this are for guidance only. Depending on the ability of your
group this project could potentially take longer than 5 lessons.
Differentiation
Due to the subject of this project some of the topics covered are very mature. For this
reason you may wish to break the project into more lessons to ensure that the topics are
properly explained. If your students find the worksheets difficult you may wish to work
through the tasks as a whole class. You may also wish to complete a roadmap for the
class rather than for individual students.
Resources
Resource Sheet 1 - A guide on how to brainstorm effectively.
Resource Sheet 2 - Some ideas on creating a roadmap to peace.
Worksheet 1 - My experience of conflict - an exercise focusing on how some

conflicts can have positive outcomes.
Worksheet 2 - Resolving Conflict - this worksheet looks at a number of different

means of resolving conflict.
Worksheet 3 - Choosing a conflict - this worksheet will help students identify the
conflict they wish to study.
Worksheet 4 - Identifying the Opposing Arguments - a worksheet which students

can use to identify key arguments of their chosen conflict.
Worksheet 5 - Planning my Roadmap - worksheet of ideas to help students plan

their roadmap.
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List of Conflicts
The Israeli-Palestinian Conflict
The main issues that divide the two sides in this conflict are related to territory and status.
1. Israelis have settled on land that the Palestinians consider to be their territory. The
number of Israeli settlers in the territory has doubled (from 100,000 to 200,000)
since the signing of a peace treaty in Oslo in 1992.
2. The Palestinians want Jerusalem to be their capital city. It is currently the capital of
Israel.
3. When the Israelis were given land in 1948 as a result of the United Nations General
Assembly resolution (29th November 1947) to establish a Jewish state post-
Holocaust, many Palestinians were forced from their land and became refugees.
They believe the land is theirs.
4. Israel offered the West Bank and the Gaza Strip for a Palestinian state but the
Palestinians felt this offer was unacceptable, as it left 4 million refugees without a
place to settle.
5. Israel needs to feel secure and free from attack, and Palestine needs to achieve
recognition of its right to exist as a state.
There have been several attempts to bring peace to the region, often brokered by the US.
In 2000, President Bill Clinton brought the Israel Prime Minister Ehud Barak and
Palestinian Authority President Yasir Arafat together at Camp David in the USA. Despite
strenuous attempts to find a solution, the negotiations failed. Following this effort,
Palestinian discontent erupted in a new intifada (‘shaking off’) with attacks on Israeli
soldiers and civilians. Israel retaliated with military reprisals. Violence continued for
several years. Between September 2000 and June 2003, 2,400 Palestinians and 800
Israelis were killed. In 2003, a group known as the Quartet, comprising the US, Russia,
the European Union and the United Nations, began an effort on a road map for peace
between the Israelis and Palestinians. This helped to restart talks between the two in
2003. Part of the road map was the instigation of a prime minister by Arafat to help foster
improved relationships in the Middle East. Arafat appointed Mahmoud Abbas in April
2003. When Arafat died in November 2004, Abbas became chairman of the Palestine
Liberation Organisation in Arafat’s place, and was later elected President of the
Palestinian Authority in January 2005. The Quartet felt this was a positive move, as
Abbas had already declared he wanted to resolve the conflict without the use of
weapons. Ariel Sharon, the Israeli Prime Minister, met with Abbas in June 2005 and
agreed a settlement evacuation of the West Bank and Gaza Strip. This began in August.
Sharon suffered a massive stroke in January 2006 and fell into a long term coma. Deputy
Prime Minister Ehud Olmert took over in his absence. In May 2006, he was elected as
Prime Minister.
The Hamas party in Palestine won a surprise landslide victory in January 2006, ousting
the Fata party. This created a problem for the Quartet, as the US and the EU have
designated Hamas as a terrorist group. The US and EU announced they would not deal
with the Hamas government, unless it recognised an Israeli state (something it had
refused to do), renounced violence and recognised the previous agreements that had
been put into place between Israel and Palestine. Hamas have refused to recognise
Israel unless it relinquishes territory gained in 1967 and pulls back to pre-1967 borders.
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This is something Israel will not do. Some Western countries have cut financial aid to
Palestine in the wake of the Hamas election victory.
In late 2006 and early 2007, fighting broke out between the rival factions within Palestine,
supporters of the Hamas government and and supporters of the defeated Fatas in Gaza.
This followed a ceasefire between Israel and Palestine implemented in November 2006 to
reduce the attacks and fighting between the two.
Websites:
http://www.outreachworld.org
http://www.pbs.org/newshour/indepth_coverage/middle_east/conflict/index.html
http://school.discovery.com/lessonplans/programs/ispal_conflict
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The Conflict in Darfur, Sudan
Sudan is the largest country in Africa, bordered by nine different countries and the Red
Sea. Because of its size, the country’s landscape is diverse, with deserts, swamps,
mountain ranges and rain forests. Sudan should be a wealthy country, but 21 years of
consecutive civil wars have seriously affected its economy. The potential for Sudan’s
economy is huge – they have large oil reserves (generating $2 billion in oil revenues per
year), gold, cotton and large areas of cultivable land. However, the history of conflict in
the country has left it one of the poorest countries in the world, with average income per
year of only $500. The civil war between the mainly Muslim north and the Animist and
Christian south has cost the lives of an estimated 1.5 million people over the past 21
years.
Darfur
The crisis in Darfur has killed 180,000 people (estimation by the United Nations) with
300,000 total casualties, and 2.4 million made homeless. The World Health Organisation
estimates that 10,000 more people are dying each month as a result of malnutrition,
malaria and cholera. There are continuing attacks on those trying to help – civilians and
humanitarian aid operations.
The origin of the current crisis started in February 2003, when two rebel groups within the
Darfur region rose up against the government of Sudan. They claimed that they were
unjustly treated over both land and resources. The Sudanese government responded by
arming and supporting local militia to systematically attack villages linked to the rebel
groups. This has led to a crisis described by the UN as the world’s greatest humanitarian
emergency today, and one that could create even more problems, destabilising the
country and its neighbours.
The current crisis is clearly linked to the Sudanese civil wars that have been on-going for
decades. Sudan has been accused of violating human rights laws as more reports of
brutal attacks, including rapes, beatings and murders on civilians emerge from the
country. Government-backed militia have been accused of raiding villages on horseback
and committing atrocities, including murdering men, raping women, poisoning water
supplies and burning communities. This has led to mass movement of civilians to
refugee camps that are mostly struggling to sustain thousands of people.
Websites:
http://sudan.crs.org/October_2005_Sudan_Backgrounder.pdf
http://sudan.crs.org/resources.htm
http://understandingsudan.org/ModuleIntrov3.asp?mod=1
http://www.oxfam.org.uk/coolplanet/teachers/sudan/index.htm
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The Conflict in Iraq
The conflict in Iraq followed an ultimatum issued by George W. Bush in March 2003,
which demanded that Saddam Hussein and his sons should leave Iraq within 48 hours.
This ultimatum followed several years of diplomatic sanctions and Security Council
resolutions that attempted to disarm the Iraqi regime without the need for war. The Bush
administration was convinced that Iraq held weapons of mass destruction (WMD) that
could be used against Western allies, and that there was a link between Saddam and Al-
Quaeda, the terrorist organisation responsible for the events of September 11th, 2001.
Not everyone in the US was supportive of Bush’s stance. He did not receive United
Nations backing, and a joint statement from Russia, France and Germany attempted to
persuade Iraq to surrender its WMD and cooperate with UN inspectors to avoid the
conflict. Nations in the West had been concerned about Iraq since its invasion of Kuwait
in 1990, which led to the Gulf War that successfully liberated Kuwait in 1991. At that
point, the US-led coalition did not invade Iraq to oust Saddam as this was not part of the
UN mandate at that time. Saddam Hussain was left in Iraq, and during the decade
following the Gulf War, evidence of widespread human rights abuses by the ruling Ba’ath
party emerged.
When Saddam refused to acquiesce to the demands of President Bush, the US and UK
attacked Iraq on March 19th. This decision has been hotly debated since, particularly
when no weapons of mass destruction were subsequently found. Both Prime Minister
Tony Blair and President Bush have come under criticism for their actions in starting an
‘illegal’ war. Both have struggled politically with the aftermath of the invasion. There are
several other countries with troops in Iraq supporting the US and UK. These include
Australia, Korea and many European countries; however, the number of troops supplied
by these countries is relatively small. Some countries have withdrawn as a result of
terrorist activity in their own countries (e.g. Spain). The majority of troops still in Iraq
come from the US and the UK. The lack of support of many countries is a direct result of
the belief that the US invaded without full backing of the UN.
Since the invasion, Saddam Hussain has been captured, and following a trial, was
executed by hanging on 30 December 2006. Others, who were arrested since the
invasion, including members of his family, have also been executed. Democratic
elections that were well attended took place in 2005, electing a 275-member permanent
National Assembly. The US and UK have brought some positive help to Iraqis, including
healthcare improvements (vaccination programmes, vitamin provision, repairing and
restocking hospitals and medical facilities), restoring infrastructure, boosting agriculture
through land release and seed provision, and supporting community projects. However,
violence in Iraq has increased since the invasion due to a rising insurgency. Terrorists
from outside Iraq have entered the country as a result of the US attack. Hundreds of Iraqi
citizens are dying each month as a direct result of suicide bombs and attacks in market
places and other centralised areas in communities throughout the country. The estimated
death toll of Iraqi citizens is more than 10,000 since the invasion. Over 3,000 US soldiers
and 100 UK soldiers had died by February 2007. President Bush ordered a further 20,000
troops into Iraq to try to control the insurgency in and around Baghdad at the beginning
of 2007.
Both Blair and Bush are convinced that the forces need to remain in Iraq until the Iraqi
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government and its police and army can take control of the country. UK forces intend to
hand over Basra in the south of Iraq in May 2007, when many UK soldiers may withdraw.
The belief is that an early withdraw could lead to destabilisation of the whole region. It is
widely believed that the reason why the situation in Iraq has deteriorated since the
invasion was the underestimation of the rise of violent insurgency against the US and UK.
Both Blair and Bush hope that sufficient training of Iraq’s own military and police to be
able to deal with the insurgents might allow some withdrawal over the next few years.
Websites:
http://www.teachablemoment.org/high/roadtowar.html
www.bbc.co.uk/news
http://www.pbs.org/newshour/extra/teachers/iraq
http://www.rethinkingschools.org/war
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The US-North Korea Conflict
North Korea is a small country, which is about the size of one of the states in the USA,
Mississippi. Its official name is the Democratic People’s Republic of Korea, but it is not a
democracy in the Western sense of the word. It has a highly centralised government
under the dictatorial leadership of Kim Jong II. It has 21 million people and is
economically very poor. However, it is considered to be a threat to the US (President
Bush condemned North Korea in his State of the Union address in 2002 as a ‘regime
arming with missiles and weapons of mass destruction while starving its citizens’). It has
the fourth largest army in the world, with more than one million soldiers, and has working
ballistic missiles. It has also been developing a nuclear weapons programme which it
admitted to in 2002 following a challenge by the US.
North Korea arose from what was supposed to be a temporary division of the Korean
peninsula following World War II into two occupation zones. The north was occupied by
the Soviet Union, and the south by the US. This temporary division became permanent
when the Korean War (1950 – 1953) created a conflict between South Korea, backed by a
UN coalition headed by the US, and North Korea and China, backed by the Soviets. As a
result of this, South Korea became prosperous, whereas North Korea suffered. When the
Soviet Union collapsed, North Korea began to suffer chronic food shortages and its
poverty worsened.
In the 1980s and 1990s North Korea began to develop a nuclear weapons programme at
Yongbyon. It also had two other larger reactors that were able to extract plutonium from
reactor waste and produce enough fuel for nuclear weapons. US pressure during
President Clinton’s administration led to a deal whereby North Korea would stop
producing nuclear weapons and concentrate on using the reactors to produce power.
Help was pledged with this from the US, South Korea and Japan. However, there were
loopholes in the agreement which allowed North Korea to continue with its nuclear
weapon programme. As a result, President Bush has demanded more inspections of
North Korea’s nuclear capabilities and a reduction in its army (much as which is massed
on the border with South Korea). When North Korea admitted to having nuclear weapons
in 2002, President Bush stopped fuel shipments to the country, and denounced it as part
of an ‘axis of evil’. North Korea sees the US threats and actions as amounting to a
‘declaration of war’ and wants to negotiate with the US. However, the US has continued
with economic sanctions against North Korea.
North Korea carried out its first successful nuclear test in October 2006. Although there
are doubts that North Korea could actually deliver a nuclear device as an attack on its
neighbours or the US, this was a significant act and caused serious international concern.
The US reiterated its demands for North Korea to cease creation of nuclear weapons.
North Korea has agreed to rejoin talks on disarmament from which it withdrew in 2005.
This six nation nuclear disarmament breakthrough came because the US had discussed
removing the financial sanctions if North Korea returned to the negotiations. However,
there is still some doubt about the sincerity of the North Korean approach and other
members of the disarmament group remain sceptical about the chances of success in
future negotiations.
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Websites:
http://www.choices.edu/twtn.cfm?id=40
http://www.esrmetro.org/northkorea.html
h t t p : / / n e w s . b b c . c o . u k / c b b c n e w s / h i / fi n d _ o u t / g u i d e s / w o r l d / n o r t h _ k o r e a /
newsid_2646000/2646023.stm
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The Conflict in Rwanda
Rwanda is a country in Africa, about the size of Belgium, with a population of 7 million
people (3 million less than Belgium). In 1994, Rwanda experienced one of the worst
genocides of the twentieth century, with over 800,000 people (mostly, but not exclusively
Tutsis) murdered by the Hutu-run state. Some Hutus, who tried to oppose the campaign
of genocide, were also murdered.
There has been conflict between the Hutu and Tutsi since the 16th century, when the
cattle-raising Tutsi arrived in Rwanda area. The distinction between the two groups has
been described as based on class rather than on physical differences. Tutsi were more
dominant and controlled wealth through their cattle, while the Hutu were without wealth.
People often moved from one group to the other, depending on their wealth and status,
and inter-marriage was common.
Germany gained control of the area in 1884, and regarded the Tutsi (generally taller and
lighter skinned) as being the more natural leaders. The Tutsi became more influential as a
result of German intervention, and the Hutus lost power. Such was the influence of the
Europeans during this time that history became rewritten with the significant contributions
made by Hutus to Rwanda forgotten. When Belgium took over colonial control of
Rwanda following World War I, they intensified the split between Hutu and Tutsi, replacing
all Hutu chiefs with Tutsi, and issuing identity cards that noted ethnic identity. These
actions divided the Tutsi and Hutu still further, polarising the power held and forcing
Hutus off their lands (which were given to Tutsi).
The situation in Rwanda grew significantly worse in 1989, when the price of coffee
collapsed creating widespread famine in the large coffee growing population. In
September 1990, the International Monetary Fund devalued the Rwandan franc causing
even more poverty in the farming community. This was followed two years later by a
further devaluation of the franc, threatening the country with economic collapse.
Alongside these events, a group of Tutsi refugees formed the Rwandan Patriotic Front
(RPF) and invaded the country to overthrow the regime. The French started to provide the
Rwandan government with weapons, and the army grew from 5,000 to 40,000 in the two
years prior to 1992.
During 1993, the United Nations Security Council agreed to send a peacekeeping force to
Rwanda. Despite this, violence in Rwanda escalated with the setting up of a ‘hate radio’
which incited the Hutus to more violence. The final trigger to the genocide came when
the plane carrying President Habyarimana (invested as President of Rwanda in January),
Burundi’s President Ntariyamira and several other government officials was shot down as
it approached Kigali airport on April 6th. Following this event, systematic killing of
opposition politicians, pro-democracy Hutu and Tutsi began within 24 hours. Ten
peacekeepers escorting the prime minister were also killed. Armed militia rounded up
and slaughtered hundreds of Tutsis. The escalation of the violence forced the Belgian
peacekeeping force to withdraw between April 11 and 14. A quarter of a million people
fled across the border to Tanzania at the end of April.
By the middle of July, the Rwandan government were finally defeated by the RPF and the
conflict came to an end on July 18th. Estimates suggested that nearly 1 million people
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were killed in what became known as the 100 days. The conflict was designated as
genocide in October 1994. An international criminal court was set up in November to
pursue those known to be the instigators of the violence.
Since the conflict, documents have become available that suggest Western governments
(particularly the US, France and Belgium) were aware of the impending genocide before it
began. However, most Western governments did not acknowledge the genocide until
800,000 people had already died. There is also recognition of the ineffectiveness of the
peacekeeping forces to aid those who were being slaughtered. Some have suggested
that the lack of response came from a belief that the violence was part of ‘tribal
resentments’. French President Francois Mitterrand suggested that brutal slaughter of
each other was ‘a usual practice’ amongst Africans and could not easily be stopped.
Websites:
http://www.pbs.org/wgbh/pages/frontline/teach/ghosts/previewing.html
http://www.wcupa.edu/_ACADEMICS/holocaust/teach.htm
http://news.bbc.co.uk/1/hi/world/africa/1288230.stm
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The Northern Ireland Troubles
The situation in Northern Ireland has a long history. A tendency for a north-south split
originated in the mid 1800s as a result of differences in the economy of these areas. The
predominantly Protestant north became increasingly industrialised during the 70 years
prior to partitioning in 1921. The south remained mainly agrarian and was largely
Catholic. As the end of the 19th century approached, the Liberal government, headed by
Gladstone, became more sympathetic to nationalist demands for Home Rule in Ireland.
However, against these proposals were the Unionists, who wanted to retain the union with
the rest of Britain. Those who wanted Home Rule became known as the Republicans,
although the IRA (Irish Republican Army) wanted a united Ireland, just not one that was
part of Britain.
When Gladstone was proposing Home Rule, the Unionists expressed an overwhelming
concern that the Catholic religion (which they considered to be backward and oppressive)
would lead to Rome Rule rather than Home Rule. They also felt that Dublin-based rule
would disadvantage the northern industrial areas. For decades there was a stand-off
between the two opposing sides, one wanting home rule, the other wanting to stay with
Britain, until 1921 when partitioning the country into Northern Ireland and Eire became the
only solution.
The decision to partition Ireland came after years of hostility and unrest. The possibility of
Home Rule stemmed the campaign for an independent Ireland but the 1916 Easter Rising
changed this. The execution of its leaders inflamed nationalist opinion and by 1918 Home
Rule was no longer acceptable to most nationalist opinion. In the General Elections of
that year the pro-independence Sinn Féin won virtually every seat outside of Ulster. The
following year the Irish Republican Army began a guerrilla war against Britain. In 1920 the
British parliament passed the Government of Ireland Act which attempted to set up a
home rule parliament/government in both north and south. The aim was to keep both
jurisdictions under Westminster control and hopefully satisfy and reconcile legitimate
unionist and nationalist aspirations. This also intended to honour promises made to both
by British ministers and to get rid of the Irish question from Westminster politics. Ulster
unionists accepted the deal while Irish nationalists rejected it and continued their war of
independence until a treaty in 1921 created a 26-county Irish Free State. This new state
(Northern Ireland) was a largely Protestant country.
For 40 years following partition, the Catholics perceived themselves as being

discriminated against by the more powerful Unionists. As a result, the Northern Ireland
Civil Rights Association was formed in 1967. This created a new political mobilisation,
but also led to more unrest with riots between civil rights marchers and Protestants. In
1969, this came to a head with the Battle of the Bogside that led to many deaths of
mostly Catholics, house burnings and rioting in Belfast. The IRA came under fire for
failing to protect Catholics during this time. This led to the formation of the Provisional
IRA.
Terrorist attacks both in Ireland and on mainland Britain continued during this time with
bombings in London, Birmingham and Manchester as a result of IRA activity. In 1972,
Londonderry saw a day of violence when British soldiers killed 13 men, and injured 14
others – this became known as Bloody Sunday. This aftermath of this event lingers on –
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Tony Blair called for an inquiry into these events 16 years after they occurred, in 1998. As
a result of Bloody Sunday, the IRA recruitment increased significantly.
Unrest continued into the 1980s, until a determined effort to find a peaceful solution
started in 1985 with the signing of the Anglo-Irish agreement. Despite these early moves
for peace, acts of terrorism continued with a bomb placed at a Remembrance Day
service in Enniskillen in 1987, killing 11 people. Gerry Adams, the Sinn Féin president, and
SDLP leader John Hume continued secret talks between 1988 and 1993, still attempting
to find a peaceful resolution. This was helped by the release of the Downing Street
Declaration in 1993, which called for peace and was jointly signed by the then Prime
Ministers of Britain and Ireland, John Major and Albert Reynolds. The Provisional IRA
ceasefire began as a result of these moves in August 1994, but this broke down in 1996
when the IRA expressed frustration at the slow progress, and placed a bomb in Canary
Wharf, London, killing three people. This was followed just weeks later with the
Manchester bomb, which wrecked the Arndale shopping centre, injuring more than 200
people.
The momentum for peace picked up as a result of these attacks, and with the help of
President Bill Clinton, the Good Friday agreement was signed in 1998. This involved the
cooperation of eight different political parties and the governments of the Republic of
Ireland and the UK. Despite this, another bomb exploded in Omagh within four months,
killing 28 people, planted by a dissident group calling themselves the Real IRA. Rather
than disrupting the peace process, this actually made those involved more determined to
continue. The Real IRA ceased activity within weeks of the bomb, expressing their
sorrow at many civilian deaths.
The peace process had a rocky ride up until September 11, 2001 when the World Trade
Centre was destroyed by the actions of Al-Quaeda. This put pressure on the Provisional
IRA (which was still armed, although under a ceasefire) to decommission their weapons –
something the Unionists had been demanding as part of continuing progress for peace.
They have now ‘placed their weapons beyond use’ – terminology for decommissioning
that still creates doubts in the minds of Unionists. However, inspectors have confirmed
the destruction of most, if not all, of the IRA weaponry and the peace process has again
picked up momentum.
Websites:
http://www.bbc.co.uk/northernireland/learning/history/stateapart
http://news.bbc.co.uk/cbbcnews/hi/uk/newsid_2790000/2790975.stm
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The Conflict in Bosnia
Yugoslavia was, until two decades ago, a united country, popular with tourists and proud
of the fact that it comprised a number of republics. President Tito unified Yugoslavia from
Slovenia, Bosnia, Montenegro, and the divided Serbia (which was Northern Vojvodina and
southern Kosovo). Tito died in 1980, leading to several of the Yugoslav republics seeking
independence. Since the early 1990s, Yugoslavia has consisted of Montenegro, Serbia
and the Serbian controlled territories of Vojvodina and Kosovo.
Bosnia and Herzegovina had been suffering from interethnic civil strife which began in
March 1992 after the Government of Bosnia and Herzegovina held a referendum on
seeking independence. Bosnia has a population of Serbs, and they responded to the
referendum with armed aggression, supported by neighbouring Serbia. The intention was
to partition the republic along ethnic lines and merge Serb held areas with Serbia to
create a larger and more powerful country.
Beginning in April 1992, Bosnian Muslims, Croats and Serbs fought for control of Bosnia.
The results of this forced 4.4 million inhabitants from their homes – half of the pre-war
population of the area. During the conflict, ethnic cleansing and shelling of civilians
caused widespread poverty and created millions of refugees. Serbia made territorial gains
as a result of the fighting which continued until 1995. By the end of 1995, there were
thought to have been 150,000 deaths, 70% of which were Muslims. A peace plan was
put into place brokered by the US in Dayton, Ohio in November 1995. On December 14,
1995, this was signed by Slobodan Milošević, the President of Serbia, Franjo Tudjman,
the President of Croatia, and Alija Itzebegovic, head of the Islamist, right-wing and anti-
Communist Party for Democratic Action in Paris – it became known as the Dayton Peace
Accord.
Since the signing of the peace plan, Bosnia is slowly recovering from the conflict. But
only 80,000 people have gone back to the areas from which they were ethnically
cleansed. Approaching one million people remain displaced. UN peace keepers remain
in the country and will likely be needed for the foreseeable future. A number of Serbian
leaders were indicted on war crimes charges, including Milošević who died in prison in
The Hague just before the conclusion of his trial. Some remain at large, including
Radovan Karadzic, although there is widespread recognition of their actions.
Websites:
http://news.bbc.co.uk/1/hi/world/europe/2053412.stm
http://www.pbs.org/wgbh/pages/frontline/shows/military/etc/peace.html
http://www.answers.com/topic/war-in-bosnia-and-herzegovina
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The Conflict in Chechnya
Russia and Chechnya have been in conflict since 1994, with two significant flare-ups in
violence in the past 12 years. Chechnya is a secessionist Northern Caucasian republic
which declared independence in 1991. Moscow refused to recognise the move and
made an abortive attempt to impose federal control. They also tried subversively to
topple the Chechen leadership, but without success.
The first conflict between Chechen rebel fighters and Russian forces took place in
December 1994 when 35,000 Russian troops re-entered the republic. When the Russians
tried to seize the capital Grozny, stiff resistance came from the rebel forces who were
fewer in number and less well armed. Grozny fell to the Russians in February 1995, and
rebel forces mounted a series of hostage raids and a guerrilla campaign. The federal
troops suffered heavy losses and Russian public opinion soon turned against the conflict.
This forced an attempt to bring peace to the area, and a peace deal was signed in August
1996, which deferred the issues of Chechnya’s status for five years. Russian forces
withdrew and elections were held. However, widespread lawlessness, kidnappings and
problems within the Chechen leadership prevented reconstruction of the republic and
prevented any foreign investment.
In August 1999, a Chechen-based militia group of militant Islamists mounted a major

incursion into the neighbouring Russian Federation republic of Dagestan, with the aim of
establishing an independent Islamic republic. They were forced back within months by
Russian forces. The following month, a spate of bombings in Moscow and across Russia
killed over 300 people. The Kremlin blamed Islamist militants based in Chechnya, and
began to attack through bombardment suspected terrorist bases in the republic.
Russia launched another major group assault in Chechnya on 30 September 1999,

involving over 90,000 troops. The federal forces advanced rapidly through northern
Chechnya and encircled Grozny later that year. Chechen rebel forces withdrew from the
city in early February 2000 after weeks of heavy street fighting and bombardment.
Russian forces lost between 1000 and 3000 men. The number of Chechen rebels and
civilians lost is unknown. Fighting continues in a country that is now devastated. Its
infrastructure is gone, and political observers have compared the situation there with the
problems in Iraq. The Russian president, Vladimir Putin, has vowed to continue the
military operation in a bid to eliminate the rebels and restore the republic to the Russian
federation.
Websites:
http://www.pbs.org/newshour/bb/europe/chechnya
http://www.fragilecologies.com/jan09_04.html
http://www.infoplease.com/spot/chechnyatime1.html
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The Conflict in Sierra Leone
The civil war in Sierra Leone erupted in 1991. Since then, reports have emerged about
serious human rights violations. Human Rights Watch estimates that 50,000 people have
been killed to date, with over one million people displaced.
The conflict is between the Revolutionary United Front (RUF) and the government of
Sierra Leone. The RUF has consistently described various governments as corrupt,
misusing the diamond and mineral resources that could make Sierra Leone a wealthy
state. However, there is evidence that many of the atrocities committed in the country
have been the work of the RUF. Although starting off with honourable aims, there is
evidence that the RUF has been infiltrated by those who are driven by desire to command
the diamond mining potential of the area. This has led to widespread corruption, with the
civilian population being the target for extreme violence, including rape and amputation of
limbs.
In addition, both sides of this conflict use child soldiers. The United Nations estimates
that one quarter of the Sierra Leone government forces are children under the age of 18.
The RUF are also known to recruit by force young people.
In 1999, the UN brokered a fragile peace deal but this led to an amnesty for the rebels,
despite their history of human rights abuses. The UN have conceded that this is not an
ideal situation, because both the government and the RUF continue to engage in violence
against civilians. The UN has attempted to disarm rebels near many of the diamond-rich
areas. However, the rebels reinforced and the UN were forced to bring in more troops to
keep the peace. British troops are deployed in Sierra Leone, which has brought some
stability to the area.
At the beginning of July 2000, the UN Security Council decided to impose an 18 month
ban on diamond exports from Sierra Leone because they knew it was this that had been
fuelling the conflict. The RUF had been mining diamonds, selling them, and using the
money to fund weapons. Some of these diamonds have been unwittingly sold around the
world. In 2001, the UN Security Council also imposed sanctions on Liberia for supporting
the RUF. A diamond mining ban has also been imposed since July 2001 to bring some
stability, but it is not clear how much this has helped the regional situation.
Sierra Leone remains one of the poorest countries in the world, despite having some of
the richest natural resources. An uneasy peace exists, but only because of the presence
of UN peace keepers and restrictions on the mining and exporting of diamonds.
Websites:
http://news.bbc.co.uk/1/hi/special_report/1999/01/99/sierra_leone/251251.stm
http://www.sierra-leone.org/links.html
h t t p : / / w w w. fl a s h p o i n t s . i n f o / c o u n t r i e s - c o n fl i c t s / S i e r r a % 2 0 L e o n e - w e b /
Sierra_Leone_briefing.htm
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The Basque Conflict in Spain
Basque separatists launched their campaign for independence from Spain in 1968. Since
that time, more than 800 people have died in the conflict. Hundreds more have been
imprisoned.
The Basques are one of the oldest ethnic groups in Europe, living in northern Spain along
the Bay of Biscay, the western Pyrenees and into parts of southern France that border
Spain. The origin of the Basque identity is the ancient language and culture (Euskara)
which pre-dates modern European nation states. The Basque homeland is known as
Euskadi. Early in the 20th century, a thriving regional economy, based on steel and ship-
building, attracted substantial migration into the area, diluting the population and
influence of native Basques. Basque culture is traditionally provincial or rural in character,
and is in conflict with the urban and Spanish culture that has come with industrialisation.
During the regime of General Franco (1939 – 1975), the Spanish government repressed or
banned nearly all political expression. In 1959, a Basque separatist movement called
Euskadi Ta Aaskatasuna – ETA (meaning Basque Fatherland and Freedom) emerged. In
1968, a faction known as ETA-Militar (ETA-M) resorted to an armed struggle for
independence. One of their first efforts was an attempt to derail a train carrying Spanish
Civil War veterans to a celebration. The Franco regime clamped down with road closures,
house searches, and arrests and torture of suspected civilians. This, as if often the case,
encouraged support for the separatists.
Franco died in 1975 and the new government granted the Basques partial autonomy.
However, the nationalist movement had taken root and ETA-M continued its violent
struggle for complete independence.
Until 1983, ETA-M had been able to operate from bases in France, but when France
began cooperating with Spanish authorities there was a clampdown on ETA activities and
a new right wing group appeared, the Antiterrorist Liberation Group (GAL). It is reported
that GAL is a typical reactionary paramilitary group supported by state forces to facilitate
extra-judicial assassinations. It is thought they have been responsible for the deaths of
28 suspected ETA members. By 1987, the death toll related to the violent separatist
movement exceeded 700 when police arrested senior ETA-M members and seized
weapons.
Since 1988, there have been attempts at a negotiated settlement. Just months after the
Northern Ireland Peace Agreement, ETA announced a ceasefire in September 1998 to
allow talks with the Spanish government. However, after 14 unproductive months, ETA
announced a resumption of its activities. Since then there have been sporadic peace
talks, but there have still been anti-ETA activities leading to arrests and weapons seizures.
In March 2004, in the run-up to national elections, a series of bombs on Madrid’s

commuter trains killed nearly 200 people. Although the immediate blame was placed on
ETA, this turned out to be the action of Al-Quaeda. This had nothing to do with Basque
separatism – it was a so-called retaliatory action by extreme Islamic fundamentalists
against their perception of Spanish support of the USA.
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The Basques will continue to fight for independence, but their actions have paled against
those of contemporary terrorist groups. However, this did not stop the Spanish
government asking for more anti-ETA action as a result of the Madrid bombings, despite
the fact the perpetrators are not connected to ETA-M.
Websites:
http://www.globalsecurity.org/military/world/para/eta.htm
http://news.bbc.co.uk/1/hi/world/europe/3500728.stm
http://www.guardian.co.uk/theissues/article/0,,780872,00.html
http://www.raceandhistory.com/worldhotspots/basque.htm
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The Chiapas Conflict in Southern Mexico
Chiapas is the southern-most state of Mexico, with a large border with Guatemala. It has
been the scene of a social and religious conflict going back decades. However, the main
conflict intensified in 1968 when the political heads of the state (known as caciques)
began to drive out the local evangelicals from their land, stealing and burning their houses
and property, beating and raping at will. Hundreds of the residents of San Juan Chamula
(known as Chamulas) were killed as they were forced out of their village, one of the
largest indigenous villages in the Chiapas highlands. In the past 25 years, as many as
35,000 people have been expelled from San Juan Chamula, around 20 per cent of the
residents. Several thousand have also been expelled from Zinacantan, Tenejapa and
nearby indigenous villages in the mountains. San Cristobal de las Casas became a place
of refuge for many of the driven out.
In trying to understand the conflict, many have described it as a religious battle between
the Catholic majority and the evangelical minority. However, the roots are more linked to
economical and political reasons. The Catholic caciques control the sale of pox
(pronounced ‘posh’), a locally produced corn liquor, and the candles used in traditional
religious ceremonies. Evangelicals stop buying these items when they convert from
Catholicism to their new belief. This has a positive outcome for the converted – money
saved on buying the alcohol and candles becomes available for food and education, and
families benefit. However, it has a negative outcome for the caciques who lose money.
Driving out the evangelicals allows Catholics to take the land, increasing the uptake of the
pox and candles, and expanding farm land for the increasing Catholic population.
The government effectively ignored the conflict for many years and on occasion
collaborated with the caciques by jailing many of the evangelicals. This was rewarded by
the caciques who delivered a 100 per cent vote for the ruling Institutional Revolutionary
Party (PRI) at every election.
In 1994, the Zapatista Army of National Liberation (Ejército Zapatista de Liberación

Nacional, EZLN) went public. This armed revolutionary group set itself up to draw
attention to the plight of the indigenous people of Chiapas (mostly Mayan), not to
overthrow the Mexican government. It has attempted to negotiate improved rights and
conditions for the indigenous people; however, when it won a bill of rights in 2001, this
was overturned by the government within two days.
The area has been destabilised still further by Hurricane Stan in 2005, which hit Chiapas
causing widespread destruction in areas already facing difficulties because of the conflict.
State authorities were accused of misusing relief funds and not acting quickly enough to
provide help to those affected.
Websites:
http://www.infoplease.com/ce6/world/A0811773.html
http://flag.blackened.net/revolt/mexico.html
http://web.amnesty.org/library/Index/ENGAMR410182006?open&of=ENG-MEX
http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1210779.stm
21
South Africa and Apartheid
South Africa is one of Africa’s largest countries, with a population of 43 million people. It
was originally founded by Dutch settlers who set up a refreshment post for those sailing
to the Dutch East Indies. The Dutch moved inland with little resistance from the
indigenous peoples (Bantu and Bushmen) and colonised the area. The British turned up
in the 18th century, and in 1814 the colony was ceded to the British. The British fought
three wars over the colony – the Zulu War and two Boer Wars. In 1910, the country was
unified under British dominion. Some believe this was the start of the racist policies that
led to Apartheid.
Rule in South Africa was strictly white minority, with black people considered second
class citizens. Blacks were segregated from whites – different schools, different shops,
even different doors into the same building, when the two groups were allowed in the
same building. Many black children were prevented from attending school. Although
many other countries expressed their disgust at these policies, Apartheid became law in
South Africa in 1948. Governments across the world attempted to change the policy, but
it took nearly 50 years before the situation changed.
The white South African government caused havoc in the south of Africa throughout the
1960s, 70s and 80s. Military incursions, and what might be described now as terrorist
attacks, were carried out on its borders, and countries with no military support from
elsewhere, such as Botswana and Lesotho, were often targeted. However, the fall of the
Berlin Wall in 1989 had a knock-on effect around the world, and South Africa felt the
shockwave. White South Africans became disillusioned with the conflicts South Africa
was involved in with its neighbours, and other countries became increasingly reluctant to
invest in South Africa with its overtly racist policies. ANC (African National Congress)
activist, Nelson Mandela, who had been imprisoned for life in 1964 for treason, became
an inspiration to black South Africans. But attempts to fight against Apartheid led to
hundreds of deaths, usually blacks at the hands of white police. Steve Biko, head of the
Black Consciousness Movement, was murdered in police detention in 1977, the year after
hundreds of people were killed when they protested at the compulsory use of Afrikaans in
school. During the 1980s, though, South Africa became diplomatically isolated and faced
a sporting boycott. Many have suggested that the inability to compete in international
sports was the most difficult ostracism experienced by the white South Africans. As it
was, the combination of failing conflicts with neighbouring countries, the fall of
Communism, diplomatic and sporting isolation, and economic crises signalled the end of
Apartheid. In 1990, Nelson Mandela was released from prison and was democratically
elected four years later in the first non-racial election as President of South Africa. The
ANC achieved a resounding success in the poll and De Klerk, who had released Mandela
and removed the ban on the ANC, was ousted as was his National Party. Mandela
formed the Government of National Unity. This government set up the Truth and
Reconciliation Commission to work through the problems that Apartheid had caused
throughout South Africa. This worked for many years to try to recompense those who
had suffered from Apartheid. The Commission also organised hearings to bring together
victims and perpetrators of human rights abuses to try to help the healing process.
The legacy of Apartheid has left unemployment levels at over 30 percent, with over 20%
of people existing on less than £1.30 a day. HIV and AIDS is rife – South Africa has the
22
fifth highest rate in the world – and the life expectancy of the population is around 40
years (compared with over 80 years in the UK).
Websites:
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/12chapter6.shtml
http://www.doj.gov.za/trc/trc_frameset.htm
http://en.wikipedia.org/wiki/Truth_and_Reconciliation_Commission
23
Lesson 1: What Makes a Conflict?
Objectives
• Helping students to understand the reasons for conflict and that not all conflicts
are negative
• Introducing the different mechanisms by which conflict can be resolved
Preparation
• Resource Sheet 1 has some tips for good brainstorming.
• The brainstorming activity in the introduction requires removal of some of the
words generated by the students. Using a chalkboard or whiteboard makes this
straightforward; however, if you are using a flip chart, paper with sticky tape or
post-it notes are useful to cover those words that need removing.
• Worksheet 1 is available for students to use to think about their experiences of
conflict. Worksheet 2 may be used with individual students or as a group to
introduced the different processes of conflict resolution.
• Access to a PC and the Internet is essential for students to post messages on the
Roadmap to Peace forum.
Introduction (30%)
Whole group (offline)
• Define the word ‘conflict’ to the whole group as a disagreement or dispute

between two or more people. Offer some examples that may have occurred within
the class environment, or if preferred more general examples (students arguing
about using a classroom resource, such as scissors or tape; children arguing about
seating places).
• Brainstorm the word ‘conflict’ creating a mind map of ideas with the word in the
centre. Allow the students to make as many contributions as they can.
• The resulting mind map will most likely contain a majority (if not all) of negative
words. Some words may also relate to violent aspects of conflict, such as fighting.
• Draw students’ attention to the negative beliefs they have about conflict by
underlining all the words relating to violence.
• Erase or cover up the negative words (this may remove all of them).
• Ask the students to think about positive aspects of conflict. If they find this
difficult, ask them to think about an argument or dispute they have had with a
friend or family member that worked out well.
• Point out the positive aspects of conflict - it can give people new ideas and insight
into situations; it can be challenging but exciting too; it can improve the
relationship with the person we are in conflict with after it has been resolved; the
outcome of the conflict might improve the situation for everyone involved; it
provides an opportunity to discuss some things that may have been causing upset
or irritation in the past.
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Development (60%)
Individual or pairs (offline)
• Students complete Worksheet 1, thinking about a conflict from their own lives and
finding one or more of the positive aspects of the conflict. This will form the basis
of a message that can be posted later in the Roadmap to Peace ‘What’s positive
about conflict’ forum.
Individual or group (offline)
• Worksheet 2 can be used either as an individual activity, or with groups of

students. There are six recognised processes to conflict resolution, and these are
listed on the sheet. Each is accompanied by an example. These could be role
played to help students understand the process more fully.
• The most difficult processes for students to understand are arbitration, legislation
and litigation. However, they may be able to identify the processes of
communication, mediation and negotiation in their own experience of conflict.
• Students can complete the box on Worksheet 2, and use this to create a message
to post on the ‘Resolving conflict’ forum.
Individual (online)
• Students log on to the Rafi.ki community and can find the forums within the
Roadmap to Peace project area. They can post messages to either or both
forums.
Conclusion (10%)
Remind students of the key messages from this lesson - not all conflict is negative and
that their perceptions of the negative aspects of conflict (including the link to violence)
probably come from the media. The most newsworthy conflicts are those with lots of
fighting and this makes the world believe that every conflict is linked to violence. Remind
them of the six different mechanisms for conflict resolution, and ask them to see whether
they experience any of these in the time until the next lesson. They could share any
experiences of conflict resolution they have at the beginning of the next lesson.
Thinking ahead
The next lesson will focus on a real life conflict that you will choose for the students to
study. A list of the possible conflicts you might focus on are shown in Resource Sheet 2.
Background information for all of these conflicts can also be found in the Fact File.
Students might want to look in newspapers, magazines or on the television for news
articles or programmes relating to these conflicts and bring them along to the next lesson.
These may help you decide which conflict to study.
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Lesson 2: Studying a Real Life Conflict
Objectives
• To choose a real life conflict to study
• Research into the conflicts that could be the focus of this study
Preparation
• Access to a PC and an internet connection is essential.
• Background reading to the different conflicts, together with a list of conflicts that
could be studied can be found in the Teacher Fact File.
• The choice of conflict can be made by the students by voting from a short list of
three that you have identified as being appropriate for them to study.
Introduction (20%)
• Referring back to the previous lesson, ask students if they experienced any
conflicts since the last lesson and whether anything positive came from these.
• Ask them to think about what process was involved in resolving the conflict
(reminder: likely to be communication, mediation or negotiation - could be
arbitration).
• Bring them on to the topic for today’s lesson by asking them to identify any
conflicts in the world that are familiar to them. The response to this will depend on
your geographical location and the amount of news coverage you receive. The
likely responses will include Iraq, Israel and Palestine, Sudan or the USA and North
Korea.
• If any students have brought in news material relating to a conflict, share this with
the rest of the group.
• Show the students the short list of conflicts you have chosen from which one will
be selected as the focus of the Roadmap to Peace.
• Explain to the students that they will be researching the different conflicts during
the lesson and that the final outcome of this project will be producing a Roadmap
that suggests ways the conflict can be resolved and peace be restored.
• This outcome might influence their decision about which conflict they will vote for
at the end of the lesson.
Development (70%)
Individual or small group (online) (70%)
• Students will spend the remainder of the lesson looking for information on the
three conflicts they have to choose from.
• Information on the conflicts can be found on the Internet (a list of suggested
websites can be found in the Teacher Fact File) and in the Resources on the
Roadmap to Peace project area.
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• Worksheet 3 can be used by students to help them decide which conflict they are
going to vote for at the end of the session. They do not need to find out too much
this lesson, as they will be looking in detail at the arguments on both sides of the
chosen conflict in the next lesson.
• Students need to decide which conflict they wish to vote for, and why (although
this might just be because it is most familiar to them).
Conclusion (10%)
Students will vote on the conflict they wish to study from the list of three. You may wish
to ask some of them to explain their decision. However, if they are finding it difficult to
decide, this can be omitted. The vote should generate a clear winner - in the event of a
tie, you have the deciding vote!
Thinking Ahead
Knowing which conflict they are going to learn should allow them to find material on the
conflict before the next lesson. Ask them to bring in anything they can find on the
conflict, from newspapers, magazines or the Internet (if they have access outside school).
They might want to ask family members what they know about the conflict to see what
the general understanding of the conflict is.
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Teacher Evaluation
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Lesson 3: Understanding the Conflict
Objectives
• To research the conflict chosen in the previous lesson and identify the arguments
on either side
Preparation
• Teacher Fact File has background information to the conflict chosen
Introduction (20%)
• Explain to students that they are going to research more into the conflict chosen in
the previous lesson. Their main task in this lesson will be to identify the arguments
on both sides of the conflict.
• To help them to understand the arguments, carry out a short brainstorm on ‘what
causes conflict’.
• Help the students to identify the key issues around conflict between nations - land,
resources, perceptions of better treatment for one group than another (the reason
for the Rwandan conflict), power imbalances and desire for power.
• Worksheet 4 will guide them in looking for the evidence they need to understand
the opposing arguments.
Development (70%)
Individual or small groups (online)
• Using the Internet, the Rafi.ki project resources and the background reading,
students will try to identify the arguments on both sides of the conflict.
• By completing Worksheet 4, they will collect evidence that helps them understand
how the conflict started and what the key issues are.
• More able students who want to extend their research can consider when and how
the conflict escalated into its current (or worst) situation. Worksheet 4 Extension
can be used for this.
• Less able students may need some support with completing Worksheet 4. This
could be carried out in small groups, or as a whole group, with more direction as to
what to look for in the resources in order to identify the key issues on each side of
the conflict.
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Conclusion (10%)
Bring the students together and ask them to give their opinion, either in small groups or
as a hands-up response, on what are the key issues on each side of the conflict they are
studying. Using a chalkboard, white board or flip chart, create two columns, one for each
side in the conflict, and summarise the main issues between them. Make sure students
are clear at the end of the lesson on what has caused the conflict. If any students have
completed the extension activity and understand a little more about escalation of the
conflict, ask them to explain to the rest what has happened to make things worse
between the two sides.
Thinking ahead
In the next lesson, students will be using their understanding of conflict resolution to
come up with some ideas about how peace might be created between the two sides in
the conflict. These will be used to devise a Roadmap to Peace. Students may want to
think about the conflict they are studying and come up with an idea of how they could
make things better between the two sides. This may be a simple idea, such as engaging
in communication, or they may have a more elaborate idea of introducing a mediator.
Request that they come to the next lesson with one simple idea of how they might start to
generate peace in the region.
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Lesson 4: Creating a Roadmap to Peace
Objectives
• Students use the knowledge they have about the two sides of the conflict they
have studied and the processes of conflict resolution to suggest some ways of
bringing peace to the region
• They put these ideas together in a step-by-step process that is represented as a
roadmap to peace.
Preparation
• Worksheet 5 will help students to organise their ideas before preparing the
Roadmap.
Introduction (20%)
• Remind students of the details of the conflict they are studying. Write on a
chalkboard, white board or flip chart the key issues that have contributed to the
conflict.
• Ask students to recall the six processes of conflict resolution (prompt:
communication, negotiation, mediation, arbitration, legislation and litigation).
• Using an elimination process, reduce the list to those processes that could work in
this conflict. For example, legislation and litigation are unlikely to be effective.
• Using Worksheet 5 either as a whole group, small groups or for individual students
to organise their ideas about which processes could be used in the roadmap.
Development (70%)
• Students can work in small groups to produce their Roadmap to Peace. This can
be built in the form of a page (or several linked pages) in Rafi.ki . Alternatively it can
be produced as a poster, which can be scanned and uploaded to the Rafi.ki
community, or as an electronic presentation or document (using MS PowerPoint,
word processing or desktop publishing packages).
• Resource Sheet 3 gives some ideas about how the Roadmap might be produced.
The roadmap can suggest simple ideas that will help people in the region live
together more peacefully, or may go into more complex proposals that look at the
deeper political reasons for the conflict. One map may carry several ideas from
different students.
• Students should be encouraged to make these as attractive as possible, as well as
being creative and insightful about the issues facing those involved in the conflict.
Images can be included, but these should be in jpeg format to reduce the file size
on the completed map.
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Conclusion (10%)
The production of the roadmap may take more than one lesson. Bring students together
at the end of the lesson to report on their progress. Some may wish to share their work
so far with the rest of the class. The roadmaps can be completed at the beginning of the
next lesson ready for upload to the Rafi.ki community.
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Roadmap to Peace: Resource Sheet 1
How to Brainstorm Effectively
Key points
• Individual brainstorming tends to generate many different ideas, but does not
develop them well.
• Group brainstorming tends to generate fewer ideas, but takes ideas further.
• Group brainstorming needs understanding of the rules by those in the group to
work effectively.
Rules for effective brainstorming
• Allow individual brainstorming first to get ideas going, if time allows, and then bring
individuals together into a group.
• Keep the aim of the brainstorm clearly visible – state it in the centre if using a flip
chart, whiteboard or chalk board.
• Record ideas quickly and efficiently without worrying too much about organisation
and themes.
• Participants should not be allowed to criticise others’ ideas.
• Do not evaluate new ideas as they are presented – leave this to the end.
• Allow and encourage participants to add to existing ideas and elaborate them
whenever possible.
• Do not allow those who only give few contributions to be crushed by those who
give lots of ideas.
• Encourage the quiet ones to add ideas, or add to those already presented.
• Remember, every idea has the potential to be a good idea.
• Don’t let any one train of thought go on for too long.
• Keep the session focused – it’s easy to go off on tangents.
• Mind-mapping software can be useful, but isn’t necessary for brainstorming.
Summarising
Spend some time at the end bringing together the main themes that have arisen from the
brainstorm. This may be done away from the group and brought back to the group at a
later time.
36
Roadmap to Peace: Resource Sheet 2
Creating the Roadmap - Some Ideas

What to include:
• Ideas for conflict resolution taken from Worksheet 5

• Plans for an event or series of events that could implement the ideas -
for example, a summit or debate of countries in the region; ways of
bringing people together in a peaceful setting or situation; working with
the younger people in the country to start the healing process
• Truth and reconciliation processes (see www.unicef.org/infobycountry/
files/TRCCF9SeptFINAL.pdf for an example of a child-friendly truth and
reconciliation document for Sierra Leone). Would such a Truth and
Reconciliation Commission help in the conflict? Have you chosen a
conflict that has been through this process already? (For example,
South Africa, Sierra Leone).
• The ideas can be simple - just bringing children together at a summer
camp, or trying to encourage communication through different means.
Some students may want to develop more elaborate ideas that come
from an understanding of the political situation and involve more direct
action - this is fine!
How to present the map:

• The roadmap will be uploaded to the Rafi.ki community for sharing
with other schools. If the students produce a poster by hand, this can
be scanned and uploaded as a jpeg.
• They can also produce a presentation (using the web page design tool
in Rafi.ki or MS PowerPoint) that could display their peace process as
individual slides. This would allow use of colour and graphics to make
their roadmap attractive and eye-catching.
• Alternatively, a word processed or desktop published document (using
MS Word or MS Publisher, for example) could also be produced, again
using colour and images to enhance the appearance of their map.
37
Roadmap to Peace: Worksheet 1
My Experience of Conflict
Not all conflict is negative! The following are positive things about conflicts:
• They can give people new ideas and insights into situations
• They can be challenging, but exciting too
• They can improve the relationship you have with the person you are in conflict with
after it has been sorted out
• The outcome might just change a situation for the better for everyone involved
• They can provide an opportunity to clear the air of anything that has been causing
upset or irritation in the past
In the box below, describe a conflict you have had with a friend or family member. Try to
find one or more of the positive things listed above that came from the conflict. This will
help you post a message on to the Roadmap to Peace forum later.
My experience of conflict was:
The positive thing(s) that came out of this conflict were:
38
Resolving Conflict
There are different ways of resolving conflicts between people. The table below shows
you some different ways of resolving conflict.
Example: Type of resolution
Your brother wants to change TV channel because he COMMUNICATION - talking

doesn’t like what you are watching. But you need to it through removes any
watch this particular programme for school. You explain misunderstanding
it to him and he agrees to let you watch your programme.
You and your sister are fighting over the box of crayons. MEDIATION - mum is acting
Mum comes over and asks what all the noise is about. as a MEDIATOR, by
After you’ve explained, she suggests that you can take it suggesting a solution that
in turns to use the colours, making sure that each one is could work for both of you.
placed back in the box when you’re not using it. You both She doesn’t tell you what to
agree. do, but gives you an idea.
However, you and your sister start fighting again, and the ARBITRATION - mum is
crayons end up shooting all over the table. Mum comes acting as an ARBITRATOR.
back over and insists that one of you uses the crayons She now tells you what to do
for 20 minutes, and then the other can have them. and you have to agree with
her suggestion.
But you two really can’t stop fighting over the crayons, so LEGISLATION - mum has
mum finally gets very cross and makes a new rule. been forced to LEGISLATE
Crayons can only be used by one person in the house at to stop the conflict. This
at time, and for a maximum of 30 minutes. If anyone means she has introduced a
breaks the rule, the crayons will be removed for three new rule about the crayons,
days. and everyone in the house
must now abide by it.
You decide that you don’t like the idea of not being able NEGOTIATION - you have
to use the crayons with anyone else in the family. So you worked out a way of
talk to your brothers and sisters and agree a way of sharing the crayons between
sharing the crayons so that no conflicts arise. you.
Your neighbours have fallen out with each other over a LITIGATION - sometimes
tree with large overhanging branches. One neighbour conflicts just cannot be
wants to remove them because they reduce the light in resolved through any of the
the garden. The other doesn’t want the tree touched. above processes, and a
They can’t agree and have to go to court so a legal legal decision has to be
decision can be made about what to do with the tree. made with a judge acting as
arbitrator.
39
It might be difficult for you to think about an example of a conflict that has been resolved
through either LITIGATION or LEGISLATION. But you might be able to think of a conflict
that has been resolved through NEGOTIATION, COMMUNICATION, MEDIATION or
ARBITRATION. In the box below, try to think of a conflict that has been resolved using
one of these processes. This will form part of a message to be posted on the Roadmap
to Peace forum.
My resolved conflict was:
The process that resolved this conflict was:
40
Choosing a Conflict to Study

Your teacher will have given you a shortlist of three conflicts that you can choose from
and vote for. You will be studying the conflict that wins the vote at the end of the lesson.
The conflict you choose will be the one that you will create a Roadmap to Peace for. The
roadmap will suggest ways that the countries in conflict might use to bring peace to their
region.
To help you, this worksheet suggests some things to look for in your research that might
make your task easier!
Name of countries/peoples in conflict:
How long they have been in conflict:
In which part of the world is the conflict happening:
Have they tried to find peace before:
What do you think they are fighting over (you might need to guess this, but you will
find out more next lesson):
Do you think it will be easy to find a roadmap to peace?
I am voting for the conflict between..........................................................
because........................................................................................................
41
Identifying the Opposing Arguments
The table below can be used to help you identify the arguments on each side
of your chosen conflict. Using the Internet, the Rafi.ki project resources and
background reading, find out as much as you can about why the nations or
peoples you are studying are in conflict.
Are they in conflict be- First side in conflict Second side in conflict
cause of... .................................. .......................................
Land?
Resources?
Perceptions of better
treatment of one group
over the other?
Power imbalance?
Desire for power?
42
Roadmap to Peace: Worksheet 4 Extension
How Did the Conflict Escalate?

Most conflicts begin with a relatively small event. This causes the first arguments
between nations and people. However, the conflict usually gets worse over time in a
process known as escalation. Escalation means that the two sides get further and further
apart over time, with more anger and more negative feelings towards each other.
Escalation happens slowly (think about an escalator in a store or station that travels
downwards or upwards quite slowly as the steps appear at the top/bottom and disappear
again at the bottom/top).
Using the steps below, identify the steps that have caused the escalation of the conflict
you are studying. Were there key events that made things worse? Did one of the sides do
something, or say something, that angered the other? Did another nation get involved
and make things worse? See how many steps you can complete.

Where are we today?
Escalation point 3:
Escalation point 2:
Escalation point 1:
What caused the conflict to start?
43
Planning my Roadmap to Peace

Name of conflict ...........................................................................................
Think about which of the processes for conflict resolution might be effective
to bring peace in the conflict you are studying. Under the heading, write any
ideas you have about how the process might work. You can use these ideas
to produce your Roadmap to Peace.
Can the two sides Are the two sides Could the two Or will they need
able to sides use a to use an
COMMUNICATE?
NEGOTIATE? MEDIATOR? ARBITRATOR?
Some hints:
COMMUNICATION - what will they talk about? Is there something that is

misunderstood between them?
NEGOTIATE - can they reach a point where both sides gives something to
the other to make things right? Will this involve land, or resources?
MEDIATION - can someone help them to resolve the problems? Is there

another country in the region that is influential enough to help them?
ARBITRATION - would they accept someone telling them what to do? Don’t
forget that both sides need to agree to doing what the arbitrator tells them.
Is there someone powerful enough to take this role?
44

Roadmap To Peace - Teacher Pack: Description

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Roadmap to Peace - Teacher Pack

Target Student Audience

This project is aimed at students aged 11 - 14.

Approximately five lessons

Week Content Outputs

1 Learning about conflict. Students brainstorm Message for posting on

2 Choosing a conflict to study. Students will Brief research on three

3 Understanding the conflict. Students will look Completed worksheet that

4 Producing the roadmap. Students use the Completed roadmap in the

5 Sharing the roadmap with a partner school. Uploaded roadmap, posts

Delivering this Project

Resource Sheet 1 - A guide on how to brainstorm effectively.

Resource Sheet 2 - Some ideas on creating a roadmap to peace.

Worksheet 1 - My experience of conflict - an exercise focusing on how some

Worksheet 2 - Resolving Conflict - this worksheet looks at a number of different

Worksheet 4 - Identifying the Opposing Arguments - a worksheet which students

Worksheet 5 - Planning my Roadmap - worksheet of ideas to help students plan

The Israeli-Palestinian Conflict

For 40 years following partition, the Catholics perceived themselves as being

In August 1999, a Chechen-based militia group of militant Islamists mounted a major

Russia launched another major group assault in Chechnya on 30 September 1999,

In March 2004, in the run-up to national elections, a series of bombs on Madrid’s

In 1994, the Zapatista Army of National Liberation (Ejército Zapatista de Liberación

Whole group (offline)

• Define the word ‘conflict’ to the whole group as a disagreement or dispute

Individual or pairs (offline)

Individual or group (offline)

• Worksheet 2 can be used either as an individual activity, or with groups of

Comments on the class - what went well and what didn’t

Student comments (if any)

Overall evaluation of the class

Whole group (offline)

Individual or small group (online) (70%)

Comments on the class - what went well and what didn’t

Student comments (if any)

Overall evaluation of the class

Whole group (offline)

Individual or small groups (online)

Comments on the class - what went well and what didn’t

Student comments (if any)

Overall evaluation of the class

Whole group (offline)

Comments on the class - what went well and what didn’t

Student comments (if any)

Overall evaluation of the class

How to Brainstorm Effectively

Rules for effective brainstorming

Creating the Roadmap - Some Ideas

• Ideas for conflict resolution taken from Worksheet 5

How to present the map:

My experience of conflict was:

The positive thing(s) that came out of this conflict were:

Example: Type of resolution

Your brother wants to change TV channel because he COMMUNICATION - talking

My resolved conflict was:

The process that resolved this conflict was:

Choosing a Conflict to Study

Name of countries/peoples in conflict:

How long they have been in conflict:

In which part of the world is the conflict happening:

Have they tried to find peace before:

Do you think it will be easy to find a roadmap to peace?