How can we support communities recovering from landmines?

Define · Locate · Select · Organise · Present · Evaluate Define the task Scenario The Australian government has given the Cambodian government a grant of $75 million. As a group of government officials and decision makers in Cambodia you are going to decide on the priorities for spending this grant. Background Nearly three decades of war from 1970 have left parts of Cambodia severely contaminated with landmines and unexploded ordnance (UXO). Helping communities affected by landmines is a complicated process. Land must be cleared to make it safe for farming and travel, survivors of people living in areas that are not cleared must be educated about the dangers and landmine explosions must be supported to rebuild their lives. An integrated approach which includes the following is needed: mine clearance and mine awareness education medical services for landmine survivors assistance for landmine survivors to rebuild their lives economically and socially In this Global Learning Quest you will investigate the global question: How can we support communities recovering from landmines? Perspectives on the Global Question Form groups to become experts on the following roles: Team roles Landmine experts Your team is responsible for mapping areas which need to be cleared, deciding on appropriate clearance methods, prioritising areas for clearance, and training personnel to undertake clearance. You also provide mine awareness education to help villagers learn how to live safely in areas affected by landmines. Government Your team is responsible for governing the provincial areas most affected by landmines. You need to make decisions about how to care for your people so they can live healthy and productive lives. You need to provide health care and education and build infrastructure, roads, land titles, safe water and sanitation. You need to support economic development to generate income to pay for the services and to provide work for people. People in remote villages affected by landmines have special needs. They need to grow food and collect firewood in areas which may not be safe and have good access hospitals for treatment if they are injured. Medical services Your team is responsible for providing medical services for landmine survivors – treating those who have been injured and their ongoing needs such as new prostheses and physiotherapy. Many survivors are poor and cannot afford treatment. Many are children who are traumatised by their injury and suffering without their families who live in remote villages away from hospitals. Survivor assistance Your team is responsible for assisting landmine survivors and their families rebuild their lives. Many must learn new skills to earn a living as they can not move around easily over rough ground to farm. They may need financial assistance to purchase goods for the starting of a small business through a microcredit scheme. Many will have lost confidence they can resume a normal life – attending school, having a family, competing in sports etc. Villagers Your team represents the daily needs of remote villagers who live in areas not officially cleared and far away from medical services. They may do dangerous activities, such as collecting forest products or mine shells for sale in order to earn a living. Many people have family members who have been killed or injured. Locate Landmines in Cambodia Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 Landmines and the Australian aid program http://www.ausaid.gov.au/human/landmines.cfm Landmines and the Australian aid program [slideshow] http://www.ausaid.gov.au/human/slideshow/index.html United Nations Mine Action Service http://www.mineaction.org/ UNICEF http://www.unicef.org/emerg/index_landmines.html Landmine action http://www.landmineaction.org/ Red Cross Land mine risk education http://www.redcross.org.kh/stories/2005/lmre.htm What’s going on? Landmines in Cambodia http://www.un.org/works/goingon/mines/goingon_mines.html Landmine experts Landmine action http://www.landmineaction.org/ International Campaign to Ban Landmines - Landmine monitor report 2006, Cambodia http://www.icbl.org/lm/2006/cambodia.html Cambodia Mine Action Centre http://www.cmac.org.kh/index.asp Red Cross Landmine/UXO risk education http://www.redcross.org.kh/services/lma.htm Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 Adopt a minefield http://www.landmines.org.uk/440.php Government Landmine monitor report 2006 http://www.icbl.org/content/download/23146/421207/file/Fact_Sheet_FINAL+TEXT.pdf Landmine monitor report 2006, Cambodia http://www.icbl.org/lm/2006/cambodia.html Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 Medical services Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 International Campaign to Ban Landmines - Landmine monitor report 2006, Cambodia http://www.icbl.org/lm/2006/cambodia.html Red Cross Land mine risk education http://www.redcross.org.kh/stories/2005/lmre.htm Survivor assistance Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 Red Cross http://www.redcross.org.kh/stories/2004/social_rehab.htm Cambodian National Volleyball League (Disabled) http://www.standupcambodia.org/ Cambodian War Amputees Rehabilitation Society http://www.cwars-landminevictims.org/ Cambodian Disabled People’s Organization http://www.cdpo.org/index.php Removing Landmines and Transforming Communities http://www.worldvision.org.kh/news/featstories_2004-07_mad.htm Setting Up a Workshop, Building a Better Future http://www.worldvision.org.kh/news/featstories_2004-08_mad.htm Villagers Piecing lives together http://www.globaleducation.edna.edu.au/globaled/go/pid/2880 Education for disabled children in Cambodia http://www.globaleducation.edna.edu.au/globaled/go/pid/1509 Cambodia’s deadly scrap http://news.bbc.co.uk/2/hi/asia-pacific/4354043.stm Red Cross Land mine risk education http://www.redcross.org.kh/stories/2005/lmre.htm Red Cross – social rehabilitation http://www.redcross.org.kh/stories/2004/social_rehab.htm What’s going on? Landmines in Cambodia – Mon Man’s story - includes one minute video http://www.un.org/works/goingon/mines/monman_story.html Select information Background questions What are landmines and unexploded ordnance (UXO)? Which parts of Cambodia are affected by landmines and UXO? Why are people still being killed and injured by landmines and UXO so long after the conflict in Cambodia? How do landmines and UXO affect people’s lives and ability to earn a living? What actions are required after signing the Land Mine Ban Treaty? How do people around the world support countries affected by landmines? Team specific questions Landmine experts How do you make sure land is safe from landmines and unexploded ordnance? What progress has been made? How do you help villagers learn about landmines and unexploded ordnance? What obstacles do you face in clearance and mine awareness? How can you address these obstacles? Government How are you caring for villagers in landmine affected areas? What actions have you taken under your commitment to the Mine Ban Treaty? How do you coordinate the landmine action program? What obstacles do you face addressing the needs of all people affected by landmines? How can you address these obstacles? Medical services What medical services might be required to support people injured by landmine explosions? What ongoing medical services might be required to support people injured by landmine explosions? What obstacles are there for providing these services? How can you address these obstacles? Social services What financial and community services might be required to support people injured by landmine explosions? What new skills might you need to teach landmine survivors to manage daily life? What new skills might you need to teach landmine survivors to earn a living? What obstacles are there for providing these services? How can you address these obstacles? Villagers How can you avoid being injured by a landmine or unexploded ordnance? Why might you walk in areas which are not considered safe? What would happen if you or a family member were injured? How is your family affected if you are injured? What programs are available to help you rebuild your life? What further assistance would you like? Organise Learn about landmines in Cambodia. Form five teams and take on one of the roles outlined. Research the issue from the point of view of your role using the links and questions. Meet as specialist groups and check your understanding of the information. As a group prepare a list of activities for addressing issues around helping people live with the effects of landmines from the point of view of your role. Organise this list into priority order. Make sure you have background information for each issue so you can explain your reasoning. Reform as five Funding Allocation Teams, with a representative from each of the specialist roles. Each new team now meets to discuss and agree on their recommendations. Each team member, in their specialist role will present and explain their priority list. Other team members should ask questions to make sure everything is understood by each member of the team. As a group you now need to agree on your answer to the global question: How can we support communities recovering from landmines? Present Each team should prepare one of the following outlining the priorities they have decided: a speech (3-5 minutes) PowerPoint presentation poster Display your presentation to the other groups and compare your responses. Evaluate Individually and as a team reflect on what you have learned about support for Pacific Islanders as they deal with climate change. Also reflect how you have worked with each other as members of a team to complete the project.   High Medium Low Collecting information       Ability to gather relevant information Used a large number of appropriate resources to gather information that was important and related to the questions Used a variety of resources and collected information that was generally useful Used only one or two resources and did not select the key points to answer the questions Ability to use information to support a particular perspective Able to develop an understanding of a particular point of view about the issue and support this well with information gathered Presented a key aspect of a particular point of view about the issue and provided some information to support it Formed opinion with only limited use of the information gathered Working as a team       Ability to work with others in a group Listened carefully to others, shared own information and supported others to express their point of view and keep the group working together well Listened to others and made some comments to support the group to work together Listened to some people but did not always encourage others to contribute their ideas Presenting information       Ability to present information with rationale Presented the key points with supportive evidence Supported the key points with some evidence Presented some key points in a short manner Taking action       Ability to apply learning and consider a personal response Able to explain ways of addressing landmine issues and question the accuracy of information Able to explain ways of addressing landmine issues Able to ask questions about the landmine issues Carries out a response to the issues raised. Lists possible ways to make a personal response to the issues raised Finds out about a personal response to the issues raised

Learning outcome : Students will investigate issues around rebuilding society in areas affected by landmines and prioritise a response   Learning Areas: Social education, English, Values   Year levels: Lower secondary   Duration: Minimum of four 45-minute lessons   Tools needed: Access to the Internet, reference material, paper and markers, atlas, computer with MS PowerPoint.