Teaching Geography: Workshop 6
Programs and Activities: Part 2. Dagestan
Going Further 2 (15 minutes)
Simulating Conflict and Negotiation
Site Leader: Please read the following quote aloud for participants. During discussion, help participants keep track of time.
Our teacher for this segment, Connie Hudgeons, has this to say:
I want [a student] to walk out of my classroom as a better thinker, with some standards to use to evaluate the information they receive and how they process that and how it fits into their overall scheme of who they are—how to use all of the various filters that we have culturally...If we want people to live in harmony and accord, if as a human race, as a species, one of our goals is to have peace in the world, then kids have to start realizing that warfare and duking it out isn't the way to do it. You have to give them the skills to resolve conflict in a nonviolent manner. And to quote Margaret Mead, "Never doubt that a few thoughtful people can change the world." So, I want them to be thoughtful and introspective and I want them to think before they react and to be proactive versus being reactive and to [embrace] the idea of tolerance...You don't have to like somebody and you don't have to agree with them, but because they are human, they are entitled to the same respect that you want as a citizen of the world.
Thinking back on your list from Getting Ready 2: Sources of Conflict and what you have just seen in the video, choose one of the following topics and discuss it as a large group:
- What is your role as an educator in encouraging critical thinking in students regarding conflict and tolerance; or
- Using what you learned about the possible causes of conflict in the Dagestan case study and lesson segment, as a group, apply Connie's methodology to another conflict-torn place in the world. Be sure to develop a primary question, description of the simulation, and method of assessment.