WARS & WHY - Teacher Toolkit

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‘KALASHNIKOV’S DREAM’
A T3 Teacher Toolkit “Lessons You Want to Wake Up To!”
A presentation resource for Teachers who want to

approach the subject of war and weapons with their students
TEACHER’S GUIDE
COPYRIGHT: SIGNIFICANT VOID | 2019 | WGAw #1891583 | Licenced Version Number: T3-0119001
CONTENTS
FIRST STEPS SESSION ONE (1 HOUR) SESSION TWO (1 HOUR) SESSION THREE (1 HOUR) SESSION FOUR (1 HOUR) POWERPOINT SLIDES
Teacher Guide Theme: Theme: Theme: Theme: Student

‘Is Kalashnikov to Blame’? ‘Why do People use ‘War’ ‘Who’s got the Answers’? Presentation
Weapons’?
PAGE 4 PAGE 11 PAGE 18 PAGE 23 PAGE 30 SESSION ONE

Introduction RUN FILM ONE Defining ‘Home’ What is Development? Who’s Got the Answers?’ Slides 1-9
PAGE 5 PAGE 12 PAGE 19 PAGE 24 PAGE 31 SESSION TWO

Program & Outcomes Is Kalashnikov to blame? ROLE PLAYING ACTIVITY RUN FILM TWO Can Wars Be ‘Just?’ Slides 10-13
PAGE 6 PAGE 13 PAGE 20 PAGE 25 PAGE 32 -33 SESSION THREE

Approach & Execution Quotation Text Analysis ROLE INTERACTION RUN FILM THREE CONCLUSIONS Slides 14-22
PAGE 7 PAGE 14 PAGE 21 PAGE 26 PAGE 34 SESSION FOUR

A Safe Environment Push & Pulll Factors Take Home Messages Effects of War on Children Take Action! Slides 23-28
PAGE 8 PAGE 15 PAGE 27 PAGE 35-36

Awareness of Others Assumptions Analysis RUN FILM FOUR Printable hand-outs
PAGE 9 PAGE 16 PAGE 28

Move to Think Prejudice Analysis The Art of McCrow
COPYRIGHT: Christopher Templeton | 2019 | WGAw #1891583 | Licenced Version Number: T3-0119001 2.
INTRODUCTION
There are very few safe places for young people to talk about war and weapons of destruction. The assumption that teenagers are
incapable of discussing this subject meaningfully, makes the subject problematic. The notion is challenged by this program. Its authors
believe that simply put, young Americans are starved of opportunities to discuss this life and death subject in a proper educational context.
Instead, we believe that young adults would respond constructively to the ethical challenge - if offered the opportunity to do so. The Watch
| Discuss | Share process gives young people access to a structured discussion about weapons, war and why they exist. The teacher-led
program helps young people to form their own opinions from a position of composed thought, because:
Responding to the subject of war should be preceded by understanding its effect in the world around us.
THE PROGRAM & ITS OUTCOME
The Program is a ‘right of passage’ event and all participants should approach the sessions as a personal journey. The Teacher
‘Kit’ offers a range of components with workshop action and synoptic assessments aimed to deliver the goal of a heightened
event. Engagement in each session is through analysis of several short videos designed to animate discussion. The first film
employs the mouthpiece of Mikhail Kalashnikov, inventor of the AK-47. Other videos present high profile ‘thought-shakers’, a
line up of Philosophers, Aid Workers and Artists. This personal Guide will take you through that process stage by stage, click by
click.
Pages 9 - 37 should be printed as the Educator’s hand notes and Guide. Printing can be scaled down to 75%.
The second element, a Powerpoint program allied to this guide, is your visual interface with the students. This presentation
works in synch with the Teacher Guide. All the vIdeos, imagery and quotes are embedded within this presentation. By
completing the program, your students will have achieved:
•  an enhanced understanding about weapons and war and their effect on societies around the world.
•  a greater awareness of their own feelings on the subject.
•  a greater understanding of the moral implications surrounding the subject of war, weapons and guns.
•  an understanding of the difference between the power of a weapon and the motivations of those that use them.
•  awareness of modern armament technology and international challenges.
•  empowerment: to converse with other students who might hold different views.
•  resilience: abating personal fears surrounding the subject of armed violence.
HOW TO EXECUTE THE PROGRAM SUCCESSFULLY
This Guide presents four structured sessions with a range of supporting activities. Each session should last approximately one
hour. Sessions need to be approached in sequence, although a confident educator may wish to explore specific themes in more
depth. The program is highly flexible and can be absorbed easily within most subjects. It is designed to be cross-curricula.
This Guide is only seen by you, the educator, and includes instructions on how to encourage students to respond and act - not
simply to listen and watch. This is key to the success of the overall program. All student reactions are important. It is only in this
way that students become further engaged by responding with knowledge and confidence. Depending on the age and abilities of
the student group, the educator can choose to be involved in these activities and to extend them outside the classroom. There is
for example, an opportunity to arrange an art show or a rap-poem event after the sessions have concluded.
The opening scene-setter film is 3 minutes in duration. There are 3 further films of 2-3 minutes.
The program is devised for students in the High School age range. A whiteboard may be useful to capture spontaneous group
ideas but a computer with Powerpoint, screen and speakers are the minimum hardware requirements to optimize the overall
effect of the program.
CREATING A SAFE ENVIRONMENT
War. It’s a difficult conversation even for adults. Largely because the subject of guns and weapons can lead to heated debates and
strong opinions. However, the educator can create a safe environment for young people to express their personal viewpoints and in
many ways help them to manage their own emerging feelings. In that sense, the environment must lend itself well to a group
dynamic and the educator must establish that the group as a whole is happy to work together.
Easier said than done. Obvious difficulties can be negotiated by creating a group contract before discussions get underway. Help the
group by designing a set of broad ground rules. This might start with the question:
How are we going to work together on this difficult subject?
If discussions become too personal or falter, draw the students back to the ground rules! It is fundamental to the program that
students should feel that they are in control of the general discussion. A list of rules might include:
If we do not agree, we can challenge but in a respectful, constructive way.

Everyone has the right to express their own opinions and ask a question.
Everyone agrees to respect others whilst they’re talking.
We challenge behavior not the person.
AWARENESS OF OTHERS
It’s the duty of the educator to consider the background of each participant. Some students may be affected by the subject,
particularly if there has been a trauma with family members in the military operating overseas. If this is the case, talk with the
student before hand.
A student should be given the opportunity not to participate although alternatively, he/she may be invited into the group because
they can talk about a specific event from personal experience. This can be cathartic for the individual if managed well.
Some individuals might not express themselves for fear of being perceived to be different. It is important here to stress that the
sessions represent a safe zone for everyone. The educator is there to observe and encourage but at the same time to actively
clear up misconceptions.
Popular misconceptions should be tackled immediately.
Most of the imagery in the program is global in scope and non-US specific. This allows the group to be more subjective about the
topic. It may be that the educator, when the time is right, decides to change the focus and offer more relevant local reference
points.
MOVE TO THINK
Finally, it helps for students to move and keep active. So after viewing the first scene-setting film, you will discover that the potential for regular
movement and activity is built into all four sessions. This is because you will be inviting students to write ideas on a board, to move off into
groups and to enact role playing activities.
In this respect, the program can be viewed as a big space event. You are creating a ‘workshop’ environment. The clearer the space - the better
the dynamic. Identifying a neutral space that has credibility also helps. Sports environments can work well here.
The simple setting for the dynamic to work is a teacher and the screen along with her printed Teacher Guide and then the students fanning out
at regular intervals, returning to anchor by the teacher to offer their insights and to watch short videos. Enjoy this unique program and please
share your experiences with its author at: chris@temptingfilms.com
SESSION ONE
SESSION ONE: IS KALASHNIKOV TO BLAME?
Topics
•  to introduce the group to moral equivalence about what is right and what is wrong.
•  to examine the reasons behind why weapons are invented.
•  push and pull factors: why people migrate because of war and violence.
TIMING 15:00 EDUCATOR ACTION: CLICK ACTION:

TOTAL (15:00)
A.  Based on your reading of the opening pages to this Guide, introduce POWERPOINT SLIDE No.1
the four sessions. Explain that through a range of activities, the group Walk-in Title Slide ‘Kalashnikov’s Dream’
will come to understand why war, guns and weapons exist. Agree a
group contract before you start the session. Once you’ve established
this understanding, you are ready to run the first film:
B.  RUN FILM NUMBER ONE (3 MINS). POWERPOINT SLIDE No.2

Video No.1 plays automatically.
C.  Warm the group up with an introduction. Explain that the words they POWERPOINT SLIDE No.3
have just heard were those of the iconic Russian engineer Mikhail Image of Mikhail Kalashnikov.
Kalashnikov, inventor of the AK-47. Kalashnikov died in 2013.
D.  Read out the personal quote to the group. Kalashnikov was speaking POWERPOINT SLIDE No.4
near the end of his life at 94 years of age when he was having serious Then quote: “If my invention deprived people of life,
moral doubts about his invention. Discuss. then can it be that as a Christian and an Orthodox
believer that I was to blame for their deaths?”.
Topics
TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

TOTAL (25:00)
A.  Explain that at the end of all four sessions, you will invite the Group to POWERPOINT SLIDE No.5
answer the big question that absorbed Kalashnikov. Would he end his To what extent was Kalashnikov the man responsible
mortal life in the ‘Tollhouse of Murder’ as the opening film suggests? for Kalashnikov the gun?
Read out the question from the PowerPoint slide. Was Kalashnikov
responsible for all the deaths resulting from the invention of his gun?
B.  Extend the questioning: What’s your response to the question? How
did you feel watching the film? Was there anything you found
surprising about what he said?’ Note, he did call his gun “…a product”.
C.  Read the Russian proverb from the opening of the short film. What POWERPOINT SLIDE No.6
does it mean? Hint: the root of its meaning lies in the philosophical “We are born in an open field and die in a dark forest”.
assumption that we are born with open minds yet end their lives in
deep confusion. Discuss
POWERPOINT SLIDE No.7
D.  Now read the President Roosevelt quote from the slide. Do you think Image of Roosevelt and quote: “If scientists in free
President Roosevelt was right or wrong? Discuss. countries will not make weapons to defend the
freedom of their countries, then freedom will be lost”.
Topics

TOTAL (35:00)
A.  Here’s another quote from Kalashnikov. Read it and ask the group what POWERPOINT SLIDE No.8
they think Kalashnikov means by it? Discuss. Kalashnikov image and quote:
“I consider myself an engineer, an inventor; what
others do with my work? That is never my concern”.
B.  Smart Sheet: ask the group to absorb the ‘Smart Sheet’ now displayed POWERPOINT SLIDE No.9
on the Powerpoint screen. Ask the group in turn to describe what is
pictured, to identify which of the three pictures students find the most Three images of children and a young man holding
striking, and importantly - to try and identify the circumstances behind AK-47s with broad background factors that might
each picture from the list. Discuss. explain each:
C.  Review the factors listed. After 3 minutes, ask each member of the •  gang conflict
group to identify the picture they have chosen as the most intriguing •  civil war
and why. After everyone has spoken, reveal their true background •  lack of access to food
stories. •  geo-political tensions
•  poverty
•  ethnic persecution
Topics

TOTAL (50:00)
Image One: (answer: civil war) Syria. This is Ahmed. He is 8 years old. We POWERPOINT SLIDE NO.9 (cont).
see him in war-torn Aleppo, Syria in 2018. Ahmed was asked by his Uncle
to help defend his home street against opposition forces in a civil war that Three images of children and a young man holding
has now engulfed the whole country for many years. AK-47s with broad background factors that might
explain each:
Image Two: (answer: poverty) Africa. An Ethiopian tribal famer (from the
Suri tribe) defending the few cattle he has left from outside poachers. In •  gang conflict
fact, the farmer does not have any bullets for his gun. This is often the •  civil war
case. Guns are often used simply as symbols of aggression because •  lack of access to food
accessing bullets is largely impossible or too expensive. •  geo-political tensions
•  poverty
Image Three: (answer: geo-political tensions) Palestine. This young girl has •  ethnic persecution
never fired a gun but joined a military show of strength parade with her
father in Gaza. She was given the weapon by an adult and she pointed the
gun at the photographer.
Topics

TOTAL (55:00)
A.  In closing this first session, explore briefly the idea of assumptions and POWERPOINT SLIDE NO.9 (cont).
prejudIces in relation to the Group’s response to the images.
The Group’s Assumptions:
•  how did they decide about the people in the images?

•  do they see the individual as a friend or as a foe?
•  on what aspects did they base their assumptions?
•  does upbringing play a role? (Nurture vs Nature)
•  or did they base their assumption on the opinions of their Peer Group?
Prejudices:
•  are they taught?

•  is it through fear?
•  is it through experience?
•  is it easier to go along with the general view-point?
Topics

TOTAL (60:00)
A.  Wind up the session with take home questions. Ask students: POWERPOINT SLIDE NO.9 (cont).
•  to think of a situation when they have misread a person.

•  what was the outcome?
•  how did it make you feel?
Establish time and place for the second workshop session. Set up the idea
that next time, the group will engage in role-playing activities.
END OF SESSION ONE
SESSION TWO
SESSION TWO: WHY DO COUNTRIES USE WEAPONS?
Topics
•  to explore common explanations about why weapons are used.

•  to explore why countries manufacture and sell weapons.
•  to consider the effect of guns on people and their communities in wars.
•  to explore the sense of ‘self’ in relation to weapons.

TOTAL: (10:00)
(A)  Review the subject for this session ‘Why do Countries use Weapons?’ POWERPOINT SLIDE No.10
Expand upon the following question: what do you like about the place Walk in Slide.
you live? Ask students to call these ideas out and to write their ideas
on a board. Then ask the group what life would be like if these values
were then taken away by force, exploring the many personal virtues
now displayed on the board. Discuss.
(B)  Read Kalashnikov’s quote to the group. His statement represents the POWERPOINT SLIDE No.11
reasoning behind why the Russian people took up arms. Why did the “ Modern America has never been invaded. Britain
Russians defend themselves so vigorously? What are they protecting? hasn’t been conquered for centuries. But in 1941,
The consensus is that fighting is an attempt to protect a way of life. Russia was invaded by German tanks. By November
Every individual has a right to protect their own way of life. Conclude 1941, those Panzer divisions had advanced to within
by saying that the invasion of Russia in 1941 was an extreme example 20 miles of Russia’s capital city. Only a mixture of
of armament. For most people, deciding to take up arms is very stubborn resistance, over-stretched supply lines and
difficult. People have to consider different factors based on their own atrocious weather eventually stalled the German
circumstances. Conflict can have serious negative affects on both advance. We made ourselves into soldiers! Learned to
people and their communities. Discuss. fight, to risk our lives defending the motherland! ”
Topics


TOTAL (35:00)
A.  Role Play Activity: Explain that students will now take part in a role- POWERPOINT SLIDE No.12
playing activity. They will be given a role and asked to make decisions 6 Role Playing characters.
about whether they would take up arms - based on the various news (.pdf versions at the end of the Teacher Guide)
bulletins that they hear. Divide the students into two equal groups.
Have one group review Powerpoint Slide No.12 the other Slide No.13.
PDF versions of these slides can be found at the end of this Guide
should the educator choose to distribute individual hand-copies.
B.  From Powerpoint Slide No.12. Designate one character role per
student. Allow students time to read and understand their new
personality. There are up to 6 character roles for the first group.
C.  From Powerpoint Slide No.13. Designate students to be journalists and POWERPOINT SLIDE No.13
provide them with instructions about which news headline to read. 6 Role Play bulletins for the Journalists.
There are up to 6 headline announcements for up to 6 journalists. (.pdf versions at the end of the Teacher Guide)
Topics


TOTAL (50:00)
A.  Start by selecting a journalist to read out the first headline about the POWERPOINT SLIDE No.13
changing circumstances in their country. Then invite a role player to 6 Role Play bulletins for the Journalists.
read out their chosen character. That character is then invited by the (.pdf versions at the end of the Teacher Guide)
teacher to decide whether they want to stay at home, move to
another part of the country, move to another country or to take up
arms.
B.  Students should be encouraged to justify their choices. Remember

that they must make decisions based solely upon the character
described in the role. These must not be personal decisions. Ask a
journalist to read the next news bulletin and invite a second role player
to stand and so forth, until all bulletins have been read and all
character parts played.
Topics


TOTAL (60:00)
During the activities ask students: POWERPOINT SLIDE No.13
6 Role Play bulletins for the Journalists.
•  Why did you make this choice? Was it easy to decide? (.pdf versions at the end of the Teacher Guide)
•  How might your decision affect your family, friends or community?
•  Are you different in your own environment? How and why?
•  Are you different in school? How and why?
Take home messages for the group:
•  So, are we different in different scenarios?

•  Are you more comfortable in small or large groups? Why?
•  Are you happier alone? Why?
Establish time and place for the third workshop.
END OF SESSION TWO
SESSION THREE
SESSION THREE: WAR
Topics
•  to introduce the concept and importance of ‘development goals’.

•  to consider the relationship between weapons technology, manufacturing and wars.
•  to compare and evaluate the opinions of others on this topic.

TOTAL (15:00)
A.  Introduce the theme of the session ‘War’. How does one begin to POWERPOINT SLIDE No.14
tackle such a big subject? Let’s start this way. Throw out two questions Walk In Slide.
to the Group: What is ‘Development?’ What does it mean? Students
are likely to give examples of ‘personal development’ which is fine.
B.  After collating personal definitions, pose the further question: What is
development when it applies to a country? Discuss. Hint:
Development is a process through which countries change and
improve over time. It can be defined in different ways and the Red
Cross defines it in this way.
C.  Read out the Red Cross definition of Development. Does the Group POWERPOINT SLIDE No.15
agree with the definition? Discuss. The International Red Cross Organisation defines
development as: the process by which communities,
families and individuals grow stronger, can enjoy fuller
and more productive lives and become less vulnerable.
SESSION THREE: WAR
Topics


TOTAL (30:00)
A.  After a few minutes: Define a Group Development Goal on the board. POWERPOINT SLIDE No.15 (cont).
B.  After the group goal has been established, take no longer than 3
minutes to establish a broad definition, explore the idea that the
ultimate enemy of development is war. Explain that you are about to
introduce three people who have significant concerns about war and
how it affects development. One is the ethical philosopher Professor
A.C. Grayling, then Dr. Samantha Nutt, award-winning humanitarian,
best selling author and Founder of War Child USA and War Child
Canada. Finally the famous artist Carl McCrow who turned a distinct
fascination with guns and weapons into questions about individual
purpose and the ability of all people to make a difference.
C.  RUN FILM NUMBER TWO (2 MINS). POWERPOINT SLIDE No.16

D.  Allow the Group a moment of reflection. Then try to find consensus
amongst the group for the dominant concerns of Professor Grayling.
How do they feel about what he says? There are no wrong answers.
SESSION THREE: WAR
Topics


TOTAL (40:00)
A.  Now conclude for the Group. For Professor Grayling the real concern is POWERPOINT SLIDE No.17
un-manned AI Weaponry systems. He states that there’s a world Holding Slide whilst educator introduces the next
dilemma at the cutting edge of science about what consequences Video segement.
might flow from producing ‘unmanned’ weapons systems. There are
inherent flaws here. For example, can any computer ever properly
distinguish between a soldier throwing a grenade or a soldier who is
just surrendering? And it is a fact that in today’s conflicts, more
civilians are victims of war than soldiers despite the sophistication of
the weaponry. Discuss.
B.  Introduce the next speaker and film Dr. Samantha Nutt. POWERPOINT SLIDE No.18
Image of Dr. Samantha Nutt.
C.  RUN FILM NUMBER THREE (2 MINS) POWERPOINT SLIDE No.19
D.  Allow the Group a moment of reflection. Then briefly find consensus
amongst the group for the dominant concerns of Dr. Samantha Nutt.
SESSION THREE: WAR
Topics


TOTAL (45:00)
A.  Now conclude for the Group. For Dr. Samantha Nutt the real concern is POWERPOINT SLIDE No.20
the devastating effect of conflict on civilians and in particular, children. Reprise the original image of 8 year old Ahmed from
There are about 250 million children who are living in conflict affected Syria in 2018.
states throughout the world. War is disproportionately waged against
children. It’s children who are in many instances the ones who are
dying, who are being forcibly displaced, who are being recruited by
armed groups, who are being trafficked.
B.  Dr. Nutt and her organizations War Child USA www.warchildusa.org and
War Child Canada www.warchild.ca are focused on protecting children
from the brutal impacts of war by getting children back in school,
lifting families out of poverty, and ensuring that their rights are
respected.
SESSION THREE: WAR
Topics


TOTAL (55:00)
A.  Demonstrate the point with the image of Ahmed. When you think POWERPOINT SLIDE No.20 (cont).
about the impact of war on children today and you think about how Reprise the original image of 8 year old Ahmed from
many of children are living with war throughout the world - that legacy Syria in 2018.
is generational, there are children like Ahmed who are now growing up
who have never seen a single day of peace in their lives. Discuss.
B.  Then Introduce the last film and speaker, the famous British artist,
McCrow.
C.  RUN FILM NUMBER FOUR (2 MINS) POWERPOINT SLIDE No.21

D.  Allow the Group a moment of reflection. Then briefly find consensus POWERPOINT SLIDE No.22
amongst the group for McCrow’s main concerns. Trip the next slide An example of McCrow’s artwork “Made Safe” created
revealing the first example of his artworks. Discuss. in 2016.
SESSION THREE: WAR
Topics


TOTAL (60:00)
A.  Now conclude for the Group. McCrow’s main concern is that War has POWERPOINT SLIDE No.22 (cont).
been ‘sanitsed’, that the edges have been effectively rounded off. An example of McCrow’s artwork “Made Safe” created
Today, it’s all about the weaponry and the reach. The realities of war in 2016.
are very different. Arms manufacturers produce weapons in volume
but don’t take responsibility for clearing up the ‘mess’ that weapons
become.
B.  Start concluding the session: Open up a final question to the Group.
Are any one of these concerns you’ve heard any more urgent than the
others? Explore the reasons why any member of the group finds one
statement any more powerful than the others. Discuss.
SESSION THREE: WAR
Topics


TOTAL (60:00)
A.  End the session on an upbeat note by highlighting that in the last and POWERPOINT SLIDE No.22 (cont).
final session, you will meet McCrow again to explore the positive An example of McCrow’s artwork “Made Safe” created
actions he is single-handedly trying to make to impress upon the public in 2016.
the true impact of war.
B.  Establish time and place for the final workshop.
END OF SESSION THREE
SESSION FOUR
SESSION FOUR: WHAT’S THE SOLUTION?
Topics
•  to prove that YOU can make a difference in your society.

•  to guide the student on how to recognize and respond to challenging points of view.
•  finally, to engage with the big question: ‘is there such a thing as a just war?’

TOTAL (15:00)
A.  Introduce the theme of the session: ‘Who’s got the Answers?’. We are POWERPOINT SLIDE No.23
now going to find answers. Remind the group that this is the last Walk-in Slide
session and recall that in session 3 you promised the Group to end on
a positive note. Introduce the artwork of McCrow again from the
United Kingdom. An interesting man with some canny answers of his
own – expressed in Art.
B.  Ask the group: ‘from what you’ve heard so far, what do you think is the
motivating force behind McCrow’s work ?
C.  Once all responses have been collected, read the statement about POWERPOINT SLIDE No.24
McCrow from the next slide. McCrow’s statement.
Topics


TOTAL (35:00)
A.  Read the slide out to the Group. POWERPOINT SLIDE No.24 (cont).
‘In 2011 McCrow’s close friend lost both legs and an
arm in a gunfire fight whilst on tour with the British
Army in Afghanistan. It was one of the catalysts that
turned a distinct fascination with guns into a mission to
destroy them’.
B.  Explain that everything they have been exploring over the last four POWERPOINT SLIDE No.25
sessions leads the group to one, single, ultimate question. Trip the ‘Is there such a thing as a ‘just’ war?
slide and read the question. Explain that the group are going to try to
answer that ultimate question before the sessions are closed.
Topics


TOTAL (50:00)
A.  CONCLUSION: Take answers from the Group. They have now been POWERPOINT SLIDE No.25 (cont).
armed with sufficient information to attempt an answer. ‘Is there such a thing as a just war?
B.  The educator can use his/her own words to run down the session. It is
important for the educator to make this personal, offering the group
some food for thought. A suggested root here lies in the idea that:
C.  All war is failure. It’s a failure of diplomacy. A failure of conversation POWERPOINT SLIDE No.26
and of discussion. And because people are trying to solve a problem or Second artwork piece from McCrow “Toy Gun”.
reach a resolution by violence, by killing or by destruction – you have
to say it’s wrong because there’s an injustice in human nature itself
that there should be such a thing as war.
Topics


TOTAL (60:00)
A.  Trip to the penultimate slide. The Professor, the Doctor, the Artist have POWERPOINT SLIDE No.27
all shown that most people have an innate sense about the injustices Third artwork piece from McCrow “Peace”.
of war. Clearly, war is hard wired into our natures, but so is the sense
that wars should be avoided at all costs. All 3 people here have shown
that they are prepared to do something to ensure peace in the world.
B.  And finally, recalling the opening film, what do the Group all say now? POWERPOINT SLIDE No.28
Re-run the first video if the Group want to see it again if there’s time. End state image. The ‘Tollhouse of Murder’ from the
Do you think Kalashnikov ended his mortal life in the ‘Tollhouse of opening film.
Murder?’ In other words, was Kalashnikov ultimately responsible for
the invention of his ‘famous’ gun? Take a Vote and Conclude.
C.  SOFT LANDING SUGGESTIONS TO COMPLETE THE SESSION.
•  did you learn anything new over the last four sessions?
•  why do you think these discussions are important?
END OF SESSION FOUR
MAKE ART
Picasso said ‘It took me four years to paint and a lifetime to paint like a child’. Creating art is
not a technical exercise and more about freeing the imagination to create something that
has purpose and meaning. In the teacher program, McCrow demonstrated his own free-
wheeling spirit and purpose and although untrained, has created some of the most striking
art today. Highly thought-provoking, his art embraces the very contradictory views that come
with the subject of war.
Students can make their own art and plan an exhibition. Work across any discipline you like
employing paintings, photography, sculptures, drawing and print-making. Even employ digital
means to create your ideas, design fashion creations or a mural to make a statement.
Like Carl McCrow, the key thing here is to hit on a great idea and then to make it come to
life!
COMPOSE RAP POEMS
Rap music and poetry have a lot in common. They both employ words in a powerful way to
express feelings and ideas that are given intensity with the distinctive use of style and
rhythm. Any existing poem can be explored, discussed and then act as a starting point for .
the creation of an original ‘Rap Poem’ by the group. The poem by American Poet Francis Bret
Harte (1839 – 1902) entitled ‘What the Bullet Sang’ is a good starting point. The poem is
about two lives, the bullet and the target, both lost when one meets the other.
Harte’s message is a powerful social comment about the destructive force of man and the
thoughtless use of weapons. We see the bullet as an innocent carefree entity, finally doing
what it has been created to do. We see it’s excitement, it’s longing to meet its target and we
witness its dismay as it kills the very thing it had been aiming to connect with.
The best Rap Poems will be published at the end of 2019 in a definitive bound edition.
34.
NEWS BULLETINS
You are a journalist for a major national newspaper. Your role is to read out one of the news bulletins below. The rest of the group will take on different characters in the
community affected by the troubles. They will be asked to make decisions about whether or not to stay, leave home or to take up arms based on the news they hear.
(1) ‘CONGO ON THE BRINK’ (2) ‘ASSASSINATION PUSHES LIBYA TOWARDS WAR’ (3) IVORY COAST: CRISIS OVER TERRITORY DEEPENS’
In September, more than 50 pro-democracy Violence between radical militias and regular forces The Ivory Coast is staring into the abyss of civil war
protesters were killed by security forces. A preliminary broke out on Friday night and continued yesterday with government troops threatening to storm
UN joint human rights report found that protesters while the capital Tripoli is braced for fallout from the opposition headquarters tomorrow with a risk to a
were shot in the chest. A “Shoot to Kill” order might kidnapping of the country’s Prime Minister. confrontation with UN troops. The nation is already
have been given by the government forces. Over the Federalists in Cyrenaica, home to Libya’s oil, open in a ‘civil war’ situation according to the opposition
past four weeks, opposition groups have been their own independent parliament this week in a with more than 200 people being killed and 1,000
targeted across the country by security forces. More step that may herald the final break up of the wounded by gunfire since November’s disputed
than words are needed from the UN to prevent the country. elections.
Congo from falling into a full-blown civil war.
(4) ‘THE STATE THAT FELL APART IN A WEEK’ (5) ‘COULD POLITICAL TENSION IGNITE VENEZUELA?’ (6) ‘NEPAL REJOICES AT PEACE DEAL’
The reverberations of the wave of targeted killings The government’s determination to uproot the Nepal’s bloody decade long civil war officially ended
that began In the capital are being felt throughout the country’s democratic institutions, looks almost yesterday with a public holiday to celebrate the
country, where there have been sparked revenge certain to raise the already serious level of violence peace deal between Maoist guerillas and an alliance
attacks and copycat atrocities. Generals who have throughout the country. It is less clear whether the of several political parties. Under the pack which
mutinied have seized the capital in South Sudan, and violence will ignite a civil war, trigger a coup or ends a war that has claimed 14,000 lives, the Maoist
its main oil producing area, Unity State. “It would simply drive Venezuela further down the road Guerillas will disarm under the watch of the UN and
have been difficult one week ago to imagine that towards an impoverished, failed State and chaos. be subsumed into a national army. A new Maoist
things would unravel to this extent”, said the UN’s More than 120 people have been killed so far and a party will contest in elections.
head of humanitarian affairs, Toby Lanzer. militant opposition fringe carrying Molotov cocktails
have injured several policemen.
35.
ROLE PLAYING CHARACTERS
Your role is to read out one of the characters below. The rest of the group will also take on different characters in the list. A journalist will read out a life-changing event
and you will be asked to make decisions about whether or not to stay, leave home or to take up arms based on the news you hear.
CHARACTER NO. 1 CHARACTER NO. 2 CHARACTER NO. 3 CHARACTER NO. 4 CHARACTER NO. 5 CHARACTER NO. 6
YOU ARE AN ELDERLY YOU ARE A LOCAL YOU ARE A FARMER YOU ARE A YOUNG MAN YOU ARE A MOTHER OR YOU ARE A TEACHER
WOMAN OR AN COMMUNITY DOCTOR WITH A PRODUCTIVE OR A YOUNG WOMAN A FATHER WITH TWO
ELDERLY MAN CROP AND LIVESTOCK YOUNG CHILDREN
You are at pains You are the only doctor in You have a small to You are a 1st Year student You are a single parent You are a teacher in the
walking, climbing stairs a small local community medium farm which at a good University with two Primary School local High School and
and struggle with every with significant employs locals and sells abroad. You have worked aged children. You do have lived in the area for
day activities. You responsibilities to both your crops to your hard to secure your not have any family or over 20 years. You know
receive a lot of help in the young and the old community to make a place with have a hope immediate relatives in intimately the parents
your every day life and as a result run a very living for you, your of ultimately qualifying the area and struggle to and children from the
including shopping for busy clinic. You have family and the people as an architect. You think survive as you have to school and are a highly
food from your distant family members who rely on the work that a good education is secure part-time work to respected member of
neighbours or the wider who live in a your farm provides. You your key to a better make ends meet. the local community.
people in the neighbouring country, don’t earn much money future. However your
community. who have been but are a key provider parents are elderly, in
encouraging you to for the area. poor health and you are
practice locally and live in always hesitant to leave
their safer country. them behind.
36.

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A presentation resource for Teachers who want to

Teacher Guide Theme: Theme: Theme: Theme: Student

PAGE 4 PAGE 11 PAGE 18 PAGE 23 PAGE 30 SESSION ONE

PAGE 5 PAGE 12 PAGE 19 PAGE 24 PAGE 31 SESSION TWO

PAGE 6 PAGE 13 PAGE 20 PAGE 25 PAGE 32 -33 SESSION THREE

PAGE 7 PAGE 14 PAGE 21 PAGE 26 PAGE 34 SESSION FOUR

PAGE 8 PAGE 15 PAGE 27 PAGE 35-36

PAGE 9 PAGE 16 PAGE 28

How are we going to work together on this difficult subject?

If we do not agree, we can challenge but in a respectful, constructive way.

TIMING 15:00 EDUCATOR ACTION: CLICK ACTION:

B. RUN FILM NUMBER ONE (3 MINS). POWERPOINT SLIDE No.2

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

TIMING: 15:00 EDUCATOR ACTION: CLICK ACTION:

TIMING 05:00 EDUCATOR ACTION: CLICK ACTION:

The Group’s Assumptions:

• how did they decide about the people in the images?

• are they taught?

TIMING 05:00 EDUCATOR ACTION: CLICK ACTION:

• to think of a situation when they have misread a person.

END OF SESSION ONE

• to explore common explanations about why weapons are used.

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

• to explore common explanations about why weapons are used.

TIMING: 25:00 EDUCATOR ACTION: CLICK ACTION:

• to explore common explanations about why weapons are used.

TIMING: 20:00 EDUCATOR ACTION: CLICK ACTION:

B. Students should be encouraged to justify their choices. Remember

• to explore common explanations about why weapons are used.

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

Take home messages for the group:

• So, are we different in different scenarios?

Establish time and place for the third workshop.

END OF SESSION TWO

• to introduce the concept and importance of ‘development goals’.

TIMING: 15:00 EDUCATOR ACTION: CLICK ACTION:

• to introduce the concept and importance of ‘development goals’.

TIMING: 15:00 EDUCATOR ACTION: CLICK ACTION:

C. RUN FILM NUMBER TWO (2 MINS). POWERPOINT SLIDE No.16

• to introduce the concept and importance of ‘development goals’.

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

• to introduce the concept and importance of ‘development goals’.

TIMING: 05:00 EDUCATOR ACTION: CLICK ACTION:

• to introduce the concept and importance of ‘development goals’.

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

C. RUN FILM NUMBER FOUR (2 MINS) POWERPOINT SLIDE No.21

• to introduce the concept and importance of ‘development goals’.

TIMING: 05:00 EDUCATOR ACTION: CLICK ACTION:

• to introduce the concept and importance of ‘development goals’.

TIMING: 05:00 EDUCATOR ACTION: CLICK ACTION:

B. Establish time and place for the final workshop.

END OF SESSION THREE

• to prove that YOU can make a difference in your society.

TIMING: 15:00 EDUCATOR ACTION: CLICK ACTION:

• to prove that YOU can make a difference in your society.

TIMING: 20:00 EDUCATOR ACTION: CLICK ACTION:

• to prove that YOU can make a difference in your society.

TIMING: 15:00 EDUCATOR ACTION: CLICK ACTION:

• to prove that YOU can make a difference in your society.

TIMING: 10:00 EDUCATOR ACTION: CLICK ACTION:

C. SOFT LANDING SUGGESTIONS TO COMPLETE THE SESSION.

END OF SESSION FOUR

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B.  RUN FILM NUMBER ONE (3 MINS). POWERPOINT SLIDE No.2

•  how did they decide about the people in the images?

•  are they taught?

•  to think of a situation when they have misread a person.

•  to explore common explanations about why weapons are used.

•  to explore common explanations about why weapons are used.

•  to explore common explanations about why weapons are used.

B.  Students should be encouraged to justify their choices. Remember

•  to explore common explanations about why weapons are used.

•  So, are we different in different scenarios?

•  to introduce the concept and importance of ‘development goals’.

•  to introduce the concept and importance of ‘development goals’.

C.  RUN FILM NUMBER TWO (2 MINS). POWERPOINT SLIDE No.16

•  to introduce the concept and importance of ‘development goals’.

•  to introduce the concept and importance of ‘development goals’.

•  to introduce the concept and importance of ‘development goals’.

C.  RUN FILM NUMBER FOUR (2 MINS) POWERPOINT SLIDE No.21

•  to introduce the concept and importance of ‘development goals’.

•  to introduce the concept and importance of ‘development goals’.

B.  Establish time and place for the final workshop.

•  to prove that YOU can make a difference in your society.

•  to prove that YOU can make a difference in your society.

•  to prove that YOU can make a difference in your society.

•  to prove that YOU can make a difference in your society.

C.  SOFT LANDING SUGGESTIONS TO COMPLETE THE SESSION.