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Why
study war?
| By:
Sara P. Chavarria and Sally Rusk |
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| Time: |
1 lesson
period |
| Prep Time: |
Photocopy
a class set of Handout 1. |
| Materials: |
Handout
1: Cause of War (Typology) |
Abstract
The purpose of this lesson is to challenge
study to continue making connections in order to understand
the reality of what war represents and why it is necessary
to study it.
Objectives
Students will connect causes of war
to the components they have already identified on their
web.
Standards
(NCHS)
NCHS
Era 9:
Standard 3: Major global trends since World War II.
NCHS Historical Thinking Skills 3-E, 3-F, 4-C, 5-F, 3, 4-D
Teacher Background
The
teacher must be familiar with three topic categories: Resource
Use (addressed in the 1st quarter), what war is (Materials
provided), and World Wars I and II (Use SOS Teacher Aide
for additional information).
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Activity
Anticipatory
Statement: What is war, what does it involve, and how
does it happen?
a- Connections – War web and mural
Option 1:
Handout 1: “Causes of War (Typology)”
Discuss causes of war… What about exotic resources?
Why, if not needed for survival, are they causes of war?
(Think about diamonds in Sierra Leone, opium in Afghanistan,
cocaine in Colombia… Why???)—great discussion!
AND/OR
Option 2:
Revisit the war web created earlier and the new student
observations from the mural. Is there anything new to
add?
Add new information to war web.a- Discussion of questionnaire
answers
End with:
We now understand elements of war. Transition into the
case studies of WWI and WWII by introducing the following
ponder question. Have students do a quick-write opinion
in their journal or as ‘exit ticket’ activity.
Q. Often, economic stress due to food shortage, high
death numbers, and land devastation occurs during and
after wars. With wars resulting in so much loss is it
reasonable to see wars as acceptable solutions to situations?
TEACHER NOTE: This question will be revisited in a new
revised version in the Evaluation portion (2.5) of this
lesson.
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Embedded
Assessment |
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