Title – Unit on Darfur

By – Rebecca Smolar

Primary Subject – Social Studies

Secondary Subjects – Language Arts

Grade Level – 9-12

Introduction:

In this lesson students will learn about the conflict in Darfur. Students will examine how history, geopolitics, oil, international law and organizations, and globalization have contributed to the situation in Darfur. Students will participate in a role-play activity in which they serve on the United Nations Human Rights Council and develop a statement on Darfur.

Unit Objectives:

• Understand how energy and geopolitics affect today’s world
  
• Understand the role of politics, geography, economic development, and international law in conflict
  
• Analyze relationships and tensions among members of the international community on humanitarian issues and how they can be addressed in a multilateral setting

Materials:

• Energy: The Resource Curse:
  

  http://www.globalization101.org/index.php?file=issue&pass1;=subs&id;=355

  
  

• International Law Issue Brief:
  

  http://www.globalization101.org/issue/intlaw/

  
  

• Case Study of Darfur:
  

  http://www.globalization101.org/index.php?file=news1&id;=82

  
  

• Map of Sudan

Time Required:

3 -4 classes (excluding time allowed for preparation of mock UN meeting)

Procedure:

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Session 1: Understanding the role of energy

1. Divide the class into groups of 3-4 students and have them read
   
   “Energy: The Resource Curse”:
   

   http://www.globalization101.org/index.php?file=issue&pass1;=subs&id;=355

   
   

2. In groups they should discuss:
   • Why is energy both a curse and a blessing?
     
   • Does the type of government (democracy or autocracy) affect how energy resources are harnessed?
     
   • What policies should be implemented by countries or to prevent corruption and distribute wealth from oil/natural gas/other fossil fuels
3. Bring the class together to discuss these questions as a class. Focus on why energy is driving international relations and domestic policies of many countries around the world

   Homework:

   Have the students read: International Law Issue Brief (
   

   http://www.globalization101.org/issue/intlaw/

   
   ) and do the international law quiz. Have the students print the quiz results and bring them to class.

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Session 2: What is international law?

Now that we understand why energy is a key factor in international relations, use the second class to lead a discussion of role of international law in today’s world.

1. Do you think international law is necessary in today’s world?
   
2. Who makes international law and who enforces international law?
   
3. Why is international law controversial — should international law trump state sovereignty
   
4. When does the international community have the right to intervene — who determines that

   Homework:

   Have the students read “Darfur: Case Study” for homework

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Session 3 & 4: Darfur Case Study
1. Bring a map of Africa or a globe and have the students find Sudan.
   
2. Reviewing each section of the case study to make sure the students understand all elements of the conflict:

   • Background and History:
     • How has the presence of oil in Sudan and Sudan’s subsequent economic development plan lead to conflict?
       
     • Why were the south and the west of Darfur neglected by the government?
       
     • Does the fact the Sudan was a military dictatorship vs. a democratic government affect its present situation – have students draw upon the reading on the Resource Curse — good reference points to the Dutch disease and case study on Saudi Arabia (
       

       http://www.globalization101.org/index.php?file=issue&pass1;=subs&id;=355

       
       )

   • Sudan’s History of Conflict?
     • Why was there civil war between North and South Sudan?
       
     • Thinking about international law — how is the issue of sovereignty played out in this civil war (think about the elimination of southern autonomy)?
       
     • What is a government of national unity — what was one of its key function? (answer oil-sharing revenue)

   • The Darfur Conflict:
     • Who are the janjaweed?
       
     • How does geography factor into the conflict?
       
     • Discuss competition for land and resources in sub-Saharan climate
       
     • Ask the students if they know what is a sub-Saharan climate
       
     • Draw on the board the relationships between the different players: tribes, movements, countries
       
     • What explanations are there for the cooperation and fragmentation among the Darfur rebels?

   • Darfur — Measuring the Humanitarian Crisis:
     • What are the characteristics of the humanitarian crisis?
       
     • Why is there a question of accuracy of information?
       
     • How does the level of accuracy of information affect decisions by the international community in its efforts of mediation for peace and humanitarian aid?

   • International Reaction:
     • What is the controversy over the use of the term “genocide”?
       
     • Thinking back to the reading on international law – what is the role of the ICC? Does it matter that the US is not a signatory?
       
     • What are the positive and negative consequences of the ICC indictments for the Darfur peace process?
       
     • What is the role of the AU? Why is it weak?
       
     • Why has Sudan not accepted UN troops? (Can bring up examples from international law issue brief’s discussion on sovereignty and the limitations of sovereignty?)

   • International Sanctions:
     • What are the positive and negative effects of sanctions on the Sudanese government?
       
     • What kind of sanctions do you think would be effective?

   • International Interests:
     • US: How does the US “War on Terror” factor into US foreign policy concerning Sudan?
       
     • Should the humanitarian plight alone dictate the U.S. response?
       
     • China: what factors contribute to China’s policies toward Sudan?
       
     • Why is China so important in finding a solution to this conflict?

   • International Intervention:
     • What are the R2P principals and why are countries not signing up to adhere to them?
       
     • Does the Darfur situation warrant international intervention that overrides state sovereignty?

   • Possible Reasons for Darfur:
     • Do you agree with these four reasons for conflict in Darfur (land, civil war, oil, and genocide) — which do you think are the most persuasive in explaining the conflict?

3. Instead of going over “How to Proceed,” tell the class that they will now prepare for a Mock UN Human Rights Council.

   Instructions:

   Divide the class into six groups:
   • Amnesty International
     
   • Sudan
     
   • China
     
   • United States of America
     
   • France
     
   • Russia

The UN Commission on Human Rights has ordered a special session on Darfur. The Commission on Human Rights is mandated to examine, monitor and publicly report on human rights situations in specific countries and on major human rights violations worldwide. Non-governmental organizations are allowed to participate in the commission.

Select Members for this meeting:

• Amnesty International
  
• Sudan
  
• China
  
• United States of America
  
• France
  
• Russia
  

Before the meeting, each group will need to bring their own 3-4 page statement about their position on Darfur. The statement should include a plan of action and an explanation for the choices made. Students should consider the aspects of the plan:

• multilateral or unilateral
  
• economic sanctions or other measures
  
• political actions (i.e. statement of condemnation)
  
• military (possible use of force if necessary)

Country groups should take into account their own country’s energy needs, position of international intervention, domestic support for intervention either financial or with troops. The NGO group should think about its role of influencing public opinion.

This group paper will be given to the teacher as an assessment piece.

UN Commission on Human Rights Meeting:

Members of the Commission will meet and debate the situation in Darfur. At the end of the mock meeting, the students must produce a 1-2 page statement about the situation in Darfur, which has been accepted amongst all the members of the committee. The statement will include policy recommendations to move forward.

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Rebecca Smolar

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