Teacher( Subject group and Geography

s) discipline
Unit Conflict MYP year 8 Unit duration 14
title (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Time, place and space Power, Networks Fairness and development.
Disparity and equity
Access to trade, wealth and resources
varies leading to unfairness and
disparities in the level of development
between and within countries
Statement of inquiry
Powerful Nations are result of complex networks and systems that have developed over time, place and space.

Inquiry questions

Factual What is conflict? Why do conflicts exist? What are the consequences of conflict on people and places?
Conceptual Why are some nations more powerful than others? To what extent is there a relationship between
power, conflict and resources?

Debatable Should powerful nations like the UK do more to help refugees escaping conflict?

Objectives Summative assessment

Knowledge
- Know what conflict is and where it
exists
- Know where there are resource
deficits and surplus
- Develop locational knowledge
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Outline of summative assessment task(s)
including assessment criteria:
Goal Using your learning, any resources
and your own research write a letter to
explain the refugee crisis from Syria and
the Middle East, your opinion on whether
the UK should take more refugees and
why you feel this way. You should try to
offer appropriate solutions that apply to
Relationship between summative
assessment task(s) and statement of
inquiry:
Students will understand that the UK is
a powerful nation as a result of former
industrialisation and colonisation and
consequently has had the opportunity to
exploit resources and capital to enable
economic growth and development;
1
Understanding
- Understand what conflict is and that
it exists on a range of scales
- Understand the cause and effects of
Civil War for a given country
- Understand how conflict impacts
upon people and places, with a
focus on development and
migration
Do
- Map and describe the pattern of
recent conflicts around the world.
- Explain the causes and effects of
conflict, in particular the cause and
effects of a civil war in a named
region/country
- Discuss the opinions of others and
their own opinions related to conflict
Approaches to learning (ATL)
Communication skills
I Communication skills
Exchanging thoughts, messages
and information effectively
through interaction
- Use appropriate forms of writing
for different purposes and
audiences
Reading, writing and using
language to gather and
communicate information
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the UK, Europe and/or the countries of
origin.
Role Citizen of the UK
Audience Government
Situation 65 million people are
currently displaced as a result of conflict,
making it the biggest consequence of
conflict. 11 million of which have
escaped civil war in Syria.
Product, performance & purpose A
letter to the UK government to persuade
them to take more, fewer or the same
number of refugees.
Assessment Criterion
C Communication
D Critical thinking
Research
VI Information literacy
Finding, interpreting, judging and
creating information
-Access information to be
informed and inform others
VII Media literacy
Interacting with media to use and
create ideas and information
- Locate, organize, analyse,
therefore, as a developed country
empathy should be shown towards
those less fortunate.
In order to help countries threatened
and affected by civil war and other
conflicts, peaceful developed countries
such as the UK can work with them to
bring peace, democracy and economic
stability which in turn will reduce
disparities, encouraging fairness and
development.
Thinking
VIII Critical thinking
Analysing and evaluating issues
and ideas
- Gather and organize relevant
information to formulate an
argument
- Develop contrary or opposing
arguments
2
 - Write and for different purposes evaluate, synthesize and
ethically use information from
- Find information for disciplinary
a variety of sources and media
and interdisciplinary inquiries,
[including digital social media
using a variety of media
and online networks]

Action: Teaching and learning through inquiry

Content

1. Defining and categorising conflict scale and type

2. Distribution of conflicts on a global scale
3. Global distribution of a variety of resources e.g. water, diamonds, oil and economic development
4. Cause and effect of a named conflict named example decided by class teacher for whole class to investigate
5. International impacts of conflict the European refugee crisis
6. Inquiry into a conflict of choice
7. Presentation of inquiry projects
8. Summative Assessment

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