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Conflict in South Asia Simulation: Teaching for Global CitizenshipGerardo Joel Aponte-Martnez2012 Michigan Joint Social Studies ConferenceWarren, MichiganObjectivesExplore teachers roles in teaching for global citizenship

Examine an instructional unit on the India/Pakistan conflictGlobal citizenship

The Unit: Content associated to India/ Pakistan conflict

Outline and materials for the simulationAgendaOverviewThinkThe world is my country, all mankind are my brethren, and to do good is my religion ~Thomas Paine

Why do you teach about the world?

Why do you believe kids need to learn about the world

Global UnderstandingsMultiple purposes for teaching about the worldWorld history and knowledgeExposure and travelEconomic competition and prominenceMulticulturalismGlobal citizenshipWhat? Why?World Class: Teaching and Learning in Global TimesWilliam Gaudelli (2003) Global CitizenshipGlobal citizenship entails not only knowledge of cross-cultural human values, institutions, and behaviors but also critical engagement of complex, diverse information toward socially meaningful action.(Gaudelli 2003)Socially meaningful action.What does this mean for your students? In my classroom.

Content selection and instruction should be driven by our purposes for global citizenship and expectations of students socially meaningful actions.Curriculum Model1. Knowledge2. Critical Engagement3. Socially meaningful actionThe UnitKey Learning: The availability of natural resources and the history of colonization have created the current conflicts among South Asian countries. Unit Essential Question: How have natural resources and colonization caused conflicts in South Asia?Unit Sections:Geography physical features, natural resourcesHistory and Culture ancient empires and the development of cultures, European empires and colonizationModern Day beginning of the conflict, simulation to explore solutions

Introducing the unitIntroduction to the United NationsLaunching Activity Indian childrens story (http://www.balagokulam.org/kids/stories.php)

Basic Roberts Rules of Order helped to give authenticity to the simulation as an international gathering of countriesIt allowed the presiding student to have a role in classroom management.Introduction to the UN provided context for how international issues are solvedGeographyKey Vocabulary: Himalaya Mountains, Alluvial plains, Deccan Plateau, Ganges River, Indus River, Monsoons

Focus: Examine the impact of geographical features on natural resources, economic activity, and population distributionKey Vocabulary: Caste system, Asoka, Gupta Empire, Maurya Empire, Mughal Empire, colony, partition, Mohandas Ghandi

Focus: Trace the impact of the three main empires on the religions of South Asia (Buddhism and Hinduism). Discuss how the economic interests of the British in India and the ensuing political control.HistoryContentThe SimulationTimelineStudents join a delegation: India, Pakistan, UN ObserversGeneral background for all studentsDelegation background research and development of position statementsSimulated NegotiationsDebriefingBackground for all studentsThe Hidden Story of Partition and its Legacieshttp://www.bbc.co.uk/history/british/modern/partition1947_01.shtmlCauses: rushed decision-making in London in the immediate aftermath of World War II, lobbying by elite powers from distinct religious communitiesResults: 10 million migrants across the three new countries, ethnic and religious in-fighting, disproportionate distribution of limited resources for governancePartition1947-1948 WarMuslim insurrection sought to persuaderegion to join Pakistan, the Muslim-majority state.Leaders signed the state to India instead(though this process is debated)Conflict ended January 1, 1949 with ceasefire line that reminds until today

WarsConflict in 19651971 War establishment of Bangladesh, defeat of Pakistan; lineof control remains in effect1974 State Government reaffirmsunity with India1980s and 1990s Peaceful and political solutions are exploredbut rise of Islamist radicals lead to continued fighting

Conflict over the Indus RiverIndus River water crises due to ice melting at increased ratesin the HimalayasRace for hydroelectric powercontrol of the river; disruption of river irrigation projects

ResearchDelegations research the sources provided to draft statements for the negotiations. They will base their positions on their countrys response to the ethnic/religious traditions, access to the river, and military installationsPosition statementJustificationClash and Rebuttal strategies

**The Observer Delegation does not complete clash and rebuttal strategies; instead, they outline possible solutions and draft a UN resolution expressing them.MaterialsThe SimulationDiscuss rules and rolesUN Observers sit in the front and preside over negotiations.India and Pakistan deliver their statements and debatesObservers deliver a solution

** Students may or may not reach an agreement; either result is discussed as compared to real-life negotiationsDeveloping Global Citizenship.Students incorporated knowledge about the themes of geography, historical analysis, and international relations to a critical perspective acknowledging the causes for actions by each nation.

Ultimately, their global understanding develops from empathizing and putting into perspective how these countries are making decisions.

Additionally, their research led them to investigate the impact on the populations (mass migrations, terrorist attempts, famine), cementing further their connection to this international conflict.Teaching for Global CitizenshipHow are instructional activities guiding students to understand and empathize?Stories that make the content personalSources directly related to the eventsStudent directed investigationSources for the simulationhttp://www.bbc.co.uk/history/british/modern/partition1947_01.shtml http://www.un.org/en/peacekeeping/missions/unmogip/index.shtml http://news.bbc.co.uk/hi/english/static/in_depth/south_asia/2002/india_pakistan/timeline/1947.stm https://www.cia.gov/library/publications/the-world-factbook/geos/in.html https://www.cia.gov/library/publications/the-world-factbook/geos/pk.html http://www.mtholyoke.edu/~nmonasch/pakistan-india%20conflict.html http://news.nationalgeographic.com/news/2011/10/111012-india-pakistan-indus-river-water/ Questions?Contact information:Gerardo J. Aponte-MartnezDoctoral Student & InstructorDepartment of Teacher EducationMichigan State Universityapontege@msu.eduwww.msu.edu/~apontege