Empowering Global Citizens

vi. A clip from any variety of superhero movies or documentaries
about the environment or other issues (The Cove?) to illustrate
issues, actions, or values that have conflicting parties that do not
belong to discrete nations or groups (global)

3. In discussing the above clips, students talk about how they know
that there is a conflict and about the conflict’s causes; impacts,
including any positive impacts (emphasizing the idea that not all
conflicts are negative and that conflicts should not be avoided but
instead viewed as part of everyday life); and personal connections.

4. The clips could be supplemented by pictures (an idea from SPICE)
of, for example, car accidents, conflicts in sports, wounds of war,
fights between siblings, or protests to visually engage the students.
The students could be asked to make up their own miniscene/skit
with dialogue to explain the causes and the consequences of one
of the conflicts shown in the pictures. The students could choose
whether to resolve the conflict in their skits.

5. For homework, students are asked to bring to class more examples
of conflicts that would fit into the above categories.

6. An alternative or supplemental activity would be to conduct the fol—
lowing simulation produced by the University of Colorado’s Conflict
Management Initiatives and the Conflict Research Consortium: http://
www. colorado.edu/ co nflict/ civil_rights/ sim ulations/ racial__conflict/ .

Activity GCR.1.2
Conflict Analysis

1. The teacher chooses a conflict based on a current event and brings
in a copy of a newspaper article that gives an account of the con—
flict (such as an article about the debt—ceiling crisis, an article about
the conflict in Sudan, an op-ed on a controversial issue, etc.). The
students explore the five elements of conflict defined in the SPICE
curriculum: (1) participants (and their feelings and reactions); (2)

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