TITLE: Darfur Debate
THEMES: Conflict and Human Rights; Global Politics
GRADE LEVEL: 7-8, 9-12
DATE: Tuesday, September 15th & Thursday, September 17th
TIME: Middle School: 11:30 AM – 12:30 PM EDT; High School: 1:00 PM – 2:00 PM EDT
COST: $300, or GNG Membership Price
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The conflict in Darfur has reached well into its fifth year as hundreds of thousands of Darfuris have been killed and millions more have been displaced. How can this atrocity still continue despite the rallying cry against genocide heard around the world? In this 2-Part Pulse Program, GNG will explore the roots of this conflict and what students can do NOW to influence the outcome of the 21st century’s first genocide. Students will watch the Emmy-nominated, award winning documentary, The Devil Came on Horseback to gain an on-the-ground perspective of the situation.
On Day One, students from across North America will have the opportunity to share their reactions to the atrocities and their ideas of what they can do to stop the genocide with special guest moderator from STAND. On Day Two, students will have the unique opportunity to speak with Jane Wells, Producer of the film and Founder/Executive Director of 3Generations, to draw from her first-hand experience.
Guest Speaker: Jane Wells, Producer of The Devil Came on Horseback
Jane Wells is the founder and president of 3 Generations, a 501c3 Not-for-Profit-organization that honors those who have died as a result of genocide and crimes against humanity and supports survivors by providing opportunities for them to share their stories.
Over the last few years she has traveled to Sudan, Chad, Rwanda, Kenya, Botswana, Uganda, Bosnia, Cambodia and South Africa focusing on those whose lives have been ruined by the genocide and crimes against humanity. Her pieces about what she has witnessed in Africa have appeared in British Vogue and Diversion as well as The Huffington Post. She is Producer of the award-winning feature documentary about the genocide in Darfur, The Devil Came on Horseback, which premiered at Sundance in 2007.
Since moving from the UK in 1984 she has worked for Granada Television, First Run Features and Circulo de Lectores. She is married to Jonathan Wells, an editor and poet. They have four children with whom they share their nomadic existence.
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The Darfur Debate program is aligned with these National Educational Standards:
Civics and Government Standards
- Topic IV: What is the relationship of the United States to other nations and to world affairs?
Education for Sustainability – Student Standards
- EfS Standard 1 – Students understand and are able to apply the basic concept of sustainability (i.e.: meeting present needs without compromising the ability of future generations to meet their needs). They develop an understanding of the historical context in which the definitions, concepts, and principles of sustainability and sustainable development have emerged over time.
- 1.1 Intergenerational Responsibility
- EfS Standard 2 - Students recognize the concept of sustainability as a dynamic condition characterized by the interdependency among ecological, economic, and social systems and how these interconnected systems affect individual and societal well-being. They understand and experience their connection to and interdependence with the natural world.
- 2.1 – Interconnectedness
- Systems Thinking
- Cradle-to-Cradle Design
- 2.2. – Ecological Systems
- Respect for Limits
- Respect for Nature
- Tragedy of the Commons
- Environmental Justice
- Biomimicry
- Urban Design/Land Management
- Natural Capital
- 2.3 – Economic Systems
- Poverty
- Ecosystem Services
- Alternative Indicators and Indexes of Progress
- Globalization
- True (or Full) Cost Accounting
- Triple Bottom Line
- Micro Credit
- 2.4 – Social and Cultural Systems
- Human Rights
- Social Justice
- Multilateral Organizations
- International Summits, Conferences, Conventions, and Treaties
- Global Health
- Appropriate Technology
- Governance
- EfS Standard 3 - Students develop a multidisciplinary approach to learning the knowledge, skills, and attitudes necessary to continuously improve the health and well-being of present and future generations, via both personal and collective decisions and actions. They understand and can describe their vision of a world that is sustainable, along with the primary changes that would need to be made by individuals, local communities, and countries in order to achieve this.
- 3.1 – Personal Action
- Accountability
- Lifelong Learning and Action
- Personal Change Skills and Strategies
- 3.2 – Collective Action
- Local to Global Responsibility
- Community-Based and Societal Level Decision-Making
- Public Discourse and Policy
- Organizational and Societal Change Skills and Strategies
Environment and Society
- Standard 14: How human actions modify the physical environment.
- Standard 15: How physical systems affect human systems.
- Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.
Geography Standards
Human Systems
- Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface.
- Standard 10: The characteristics, distributions, and complexity of Earth's cultural mosaics.
- Standard 11: The patterns and networks of economic interdependence on Earth's surface.
- Standard 13: How forces of cooperation and conflict among people influence the division and control of Earth's surface.
Social Studies Standards
- Strand III: People, Places, and Environments
- Strand IV: Individual Development and Identity
- Strand V: Individuals, Groups, and Institutions
- Strand VI: Power, Authority, and Governance
- Strand IX: Global Connections
- Strand X: Civic Ideals and Practices
World History Standards
- Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
- Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
- Era 5: Intensified Hemispheric Interactions 1000-1500 CE
- Era 8: A Half-Century of Crisis and Achievement, 1900-1945
- Era 9: The 20th Century Since 1945: Promises & Paradoxes
All GNG programs are aligned with the U.N. Millennium Development Goals:
- Goal 1: Eradicate extreme poverty and hunger
- Goal 2: Achieve universal primary education
- Goal 3: Promote gender equality and empower women
- Goal 4: Reduce child mortality
- Goal 5: Improve maternal health
- Goal 6: Combat HIV/AIDS, malaria and other diseases
- Goal 7: Ensure environmental sustainability
- Goal 8: Develop a Global Partnership for Development
What to expect from The PULSE
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