Syllabus concepts to know

• Peace, including positive • meanings and negative
• Conflict, including latent and overt
• Violence, including direct, structural and cultural
• Non-violence
• Parties to conflict
• Violent and non-violent
• Third parties, including mediation processes, negotiation processes and interventions
• Marginalized, vulnerable and most affected groups and individuals, including non- combatants
• Conflict dynamics
• Types of conflict: inte intra-, non- and extra- state conflicts
• Peacemaking, including negotiations and treati
• Peacekeeping
• Peacebuilding, includin reconciliation processe and justice institution
• Justifications of viole and conflict in conflict, including cultural, legal and religious justification
• Legitimacy of non- violent and violent protests
• Effectiveness of peacebuilding efforts
• learn about the local manifestations of a glob
• engage with primary and secondary sources
• explore the dynamics and consequences of decis
• Exploratory research
• Identification of a political issue
• Planning and undertaking engagement activities
• Doing complementary research
• Writing the report
• the engagement allows students to experience the participatory way
• the chosen political issue affects a community or stake and experiences, e.g. the beach clean-up is student’s own locality
• the engagement involves contact with others who a political issue.
• Attenda impact the representation of women in intervi
• Campaig candida
• Attenda member politic
• Partici governm
• Prepara strategies employed by NGOs in of wome
• Intervi compared with the legitimacy and work effectiveness of an outside military intervention?
• Three-w on the local and national development country
• Intervi stakeho
• Discuss
• Partici of international law when applied to interna
• Observa for war crimes and crimes against
• Prepara humanity? the rol
• Investi influence where the products we need from a in daily life come from and how they sourced
• Intervi farmer NGO wor
• compare the results of the student’s campaign wit
• read up on what political factors might explain t society in question
• study the effectiveness (or lack thereof) of citi collective “goods” like clean beaches.
• Acknowledgements
• Contents page
• Tables of statistical data
• Diagrams or figures
• Equations, formulas and calculations
• Citations (which, if used, must be in the body of
• References (which, if used, must be in the footno
• Bibliography
• Appendices
• With the teacher’s support, students must choose
• The teacher should also guide students regarding in preparation for the engagement activities and
• Students and teachers must exercise judgement on from one location to another.
• Any data collected must be kept in a confidential other person.
• Any activity that involves deception, involuntary inappropriate use of information and communicatio be avoided.
• Students must avoid conducting research with any independently.
• Any activity that creates anxiety, stress, pain o
• Using family members or relatives as a source in should choose to do so, this must be declared.
• Teachers and students should exercise sensitivity
• Students must not falsify or invent data.
• A student participating in a Model United Nations element—such as discussing various political disc engagement activities
• The student could then identify other elements of school delegation—for CAS.
• as part of their global politics engagement proje empowering youth, and canvassing youth support fo
• for CAS, document their participation in actual a