Statement: What is war, what does it involve, and how
does it happen?
a- Discussion of questionnaire answers
Have students share their answers etc ……………………
b-Intro. to war Overhead 1
Create a web of war and what it means. Begin with definitions:
1. Fighting with weapons between countries or parts of a country.
2. Any fight or struggle (the war against disease and poverty).
After the definitions write the following comment.
All wars involve fighting for control of land, resources, power, beliefs, etc.
Create web with students by writing the five categories as shown below.
students list below each categories examples of what
TEACHER NOTE: Click here to review categories to aide teacher
in leading ideas. Click here to see an example of what was
done in one class.
c- Illustration of war
Have students draw images of war on a blank 8 _ x 11 sheet.
(By having them draw an image of war they need to be creative
about how to express their idea of what war looks like. This
way they can visualize their conceptions of war, which can
be very ephemeral.)
After drawing their images they are to write word descriptors
that describe their image. (By writing word descriptors the
students assign an action or feeling to what they drew, making
an ephemeral idea more concrete. They now have vocabulary
to talk about war as they see it.
This can be finished as Homework and either collected and
posted or left in notes. Type of grading is up to the teacher.
An actual grade can be given or participation points given.
d-Lecture on the role of resources in warfare occurrences
Pose Ponder Question: What is the connection between resources
Answer: The quest for control and the unfortunate destruction
of the very object sought!
Lecture notes for Teacher to use in relaying these ideas.
Remind students of what resources are and how they are found
on land. How do wars, which are fought to gain land and its ‘fruits’,
accomplish a negative effect of destroying and depleting
multiple resources? Note the amount of destruction that occurs
of natural foods like forests, lakes, and jungles where
for drinking due to poisons from blood, chemicals,
that supply living space.
that provide medical aide.
that helps to make living environments more livable – ex:
coal, electricity, or gas factories that provide heat.
reflection activity to emphasize this point.
e-Reflection Activity: Annotated Mural
ANNOTATED MURAL: Using 8 _ x 11 in sheets of paper, have
students locate images of resources being destroyed during
war that they put on the sheet. Each student must provide
text describing their image. As students finish, they put
their paper on a designated wall in the room in order to
create a quilt-like mural. Each period keeps adding their
images throughout the day until mural is finished.
Next day, students are asked to analyze the mural and identify
f- Dialectical Note-taking of mural
Have students create a double column dialectical analysis
of the finished mural. This is accomplished through teacher-directed
discussion in which students are asked to locate the dominant
destruction themes in the mural.
The title for the notes will be: Mural Notes and Observations.
On the left side of the analysis sheet, students write down
the concise theme or subject observed. On the right side
of the sheet, students write down their comments expressing
what the subject means to them and the class.
Start the discussion by posing the question: What resources
are destroyed in war?
Overhead 2: Example of what sheet should look like.
Mural Notes and Observations: What resources
are destroyed in war?
Comments (Opinion, inference)
Subject -Theme (Observations)