De-mining dogs: Clearing landmines in Sri Lanka Case Study Teacher's Notes Student Activities Understanding how conflict affects people's lives Find the Jaffna Peninsula on a map of Sri Lanka. Change in the Annual Agricultural Production of Various Crops in Metric Tons Grown in the Jaffna Peninsula of Sri Lanka Crops 1980s 1997/98 Red onion 50,000 15,500 Bombay onion 1,000 250 Chillies 5,000 560 Plantains 8,000 5,000 Tomato 2,000 900 Beetroot 12,000 1,000 Other vegetables 25,000 14,000 Grapes 5,000 50 Mango and other fruits 2,000 1,500 Tobacco 10,000 1,800 Source: Council of NGOs Jaffna District Sri Lanka, January 1999 'Socio- Economic Degradation Jaffna Peninsula' In pairs discuss the figures from the above table and hypothesise reasons for the dramatic fall in production of these crops. As a class discuss each reason and decide which could be the most likely cause. Read the case study centred on the Jaffna Peninsula and then determine what you think was the cause of the fall in agricultural production. What is your prediction for agricultural production for 1999/2000? What evidence do you have? Map making and problem solving On an A4 page draw a map of an area of 17.5 kms by 8 kms, which could be in Sri Lanka. On the map mark hilly, forested land and a wide plain crossed by a river, a large town, six villages, agricultural lands, roads, paths and a railway line. Imagine that in the area you have drawn there has been civil war between the army and people fighting for independence or autonomy. Mark places where landmines might have been set and any areas where the displaced people affected by fighting could now be living. Check your maps for correct details: Title, scale, direction indicator, key, border, date and authors. In groups of four, check and discuss your maps, giving reasons for the placement of natural and built features and the land mine sites. As a group, choose one map to work from. Imagine you were in charge of a program to de-mine the area mapped and discuss the following points: where would you plan to start and how would you go about it? how would you involve villagers in the decision making? in what months would you schedule the de-mining? (Consider the climate of Sri Lanka from atlas maps and other research). Share ideas with other groups in the class and display maps and notes of reasons discussed by the groups on a board. Perceptions of conflict On the small piece of card provided, write an adjective to describe the state of the world in different regions. As a class, group similar words and give evidence why each word has been chosen (what part of the world does it relate to). Working in groups, research areas of conflict around the world from a range of current articles in newspapers, monthly and/or weekly magazines, resource centres (see resources) or the Internet. Decide upon the cause(s) and examine how the countries involved perceive the conflict. Following research, as a group compile notes and prepare a sheet listing information under these headings: Conflict Cause(s) Who is involved? Perceptions of the people involved (Needs/wants)         Display research to the whole class and discuss. Some topics to cover include: what is the range of causes of conflict discovered? how did perceptions of people involved, or reported differ? could students make an assumption about the relationship between perception and reality? what keeps conflicts going? how might more be done to resolve these particular conflicts? how do the causes of these conflicts compare with the situation in Sri Lanka? Landmines and landmine clearance After watching the video Landmines - a Hidden Killer, record what was the most meaningful segment in the video. Share your thoughts and discuss issues that arise. Re-read the case study and discuss why the Australian Government and the UN place emphasis on a de-mining program. What else is necessary for people in war affected areas of Sri Lanka to return to normal livelihoods? Australia is a signatory of the Ottawa Landmine Ban Treaty. Why is this treaty important? What are its requirements? Research some countries who have signed the treaty and some who haven't signed the treaty. As a class, discuss why you feel some countries have signed the treaty and some countries haven't signed the treaty. What can we do? Suggest ways forward in terms of our responsibility and action on landmine eradication or education. In pairs, select an organisation that is working to eradicate landmines. Research what methods this organisation has adopted. Discuss the issues and compile a report under headings suggested by the class. Report your research to the class. As a class, discuss what type of action the organisation is taking (in relation to the 'types of responsible action for change). Discuss what action students individually, as a class, or the whole school can take.   Top © Commonwealth of Australia