The United Nations and International Peacebuilding in Central America
Lesson 1: Background of the Peace Process in Central America
Submitted by Steve Dickinson
Objectives:
Content:
Students will:
- identify the key issues addressed by the Esquipulas Peace Process in Central America.
- demonstrate understanding of the role played by President Oscar Arias of Costa Rica, as the basis for his winning the Nobel Peace Prize.
- demonstrate understanding of the role of the United Nations in the Esquipulas process.
Cultural:
Students will:
- identify the different ethnic groups affected by the peace process in Central America.
- demonstrate understanding of the desire for peace among the people of Central America, and of key obstacles to peace.
Language: Content Obligatory
Students will:
- use the present tense of the verbs “ser” and “estar” (3rd person singular and plural) to identify the key personalities and issues affecting the quest for peace in Central America (with appropriate descriptive vocabulary).
- use the past tense (3rd person singular and plural) of the verbs “ser” and “ir” to describe key political and economic issues of Central America during the period of the focus of the study using political, economic, social terms, and the vocabulary of negotiations (see attachment 1).
- demonstrate understanding of the agreement of adjectives and nouns in describing the peacemaking efforts in the region.
- demonstrate the ability to speak and write simple sentences and paragraphs to present a coherent succession of ideas.
- demonstrate the ability to understand and answer questions based on the content of their report.
Language: Content Compatible
Students will:
- use the present tense (first person, singular and plural) to express their ideas about the peace process under study, and about the effectiveness of the agreements as a basis for further UN involvement.
Learning Strategies / Social and Skills Development:
Students will:
- demonstrate the ability to read and listen strategically through note taking.
Time Frame:
5 40 minute periods
Materials Needed:
vocabulary lists for scaffolding
Handouts 1 - 4
Description of Assessment (Performance Project):
Day 1 (Into) -- Present brief overview of the lesson.
Working in groups of two, and using the material provided in English in Handout 1, students engage in a mock UN session as delegates from different countries discussing the progress of peace in Central America from the Esquipulas II agreement of 1987 to December, 2000. Each group lists on an English word/phrase wall the key ideas and words from their segment. A discussion in English provides a picture of what the Esquipulas process and the United Nations involvement have accomplished.
The homework assignment is for each group to find the Spanish words and phrases for what they have placed on the word wall. Class finishes with the teacher reading an excerpt from a speech by Oscar Arias outlining key points of the Esquipulas Agreement, which are added to the word wall, and why he worked for these (Handout 2).
Day 2 (Through) -- The Spanish word wall is completed by group members, with links to the English words and phrases. Students write these words and phrases on a notebook page and practice pronouncing and using them in simple sentences using "ser, estar, and ir". Observing regional maps and overhead outlines students study and take notes on the highlights of the geography and political and cultural history of Central America. They complete Notes Sheet 1 (Handout 3), which is assessed by observation.
Day 3 (Through) -- Students watch a section of a video about Oscar Arias and the Esquipulas Peace Process, and during discussion and teacher amplification students complete Notes Sheet 2 (Handout 4), which is assessed by observation during class. In groups of four, students then discuss the content and their understanding of notes sheets 1 and 2, in preparation for a quiz.
Day 4 -5 (Through and beyond) -- Each group of four students work together cooperatively to complete the quiz sheet (Handout 5), which will be handed in for a group score. Each group chooses a spokesperson to be a member of a panel who then presents their group’s answer to one of the questions on the quiz. Students not on the panel take notes during this part of the class. After each panelist has spoken, there is panel, and class, discussion of each of the questions.
Formative assessment is by observation of the presentations and discussion, and by scoring the quiz sheets. Notes sheets 1 and 2 are also handed in for grading.
Assessment:
Formative assessment is by observation of the presentations and discussion, and by scoring the quiz sheets. Notes sheets 1 and 2 are also handed in for grading.
References and Resources:
Links:
http://www.un.org/News/Press/docs/2000/20001204.ga9840.doc.html
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)GROUP QUIZ (short answer) en español
Handout 1: Creating a Mock UN General Assembly Session about Central America, December 2000
Handout 2: Excerpt from Oscar Arias' speech
Notes Sheet 1
Notes Sheet 2