©Reuters/ AlertnetShow students two photographs of recent events in Libya, North Africa (available in a powerpoint). Ask them to jot down words and phrases that the photographs suggest.
scary, exciting, angry, dangerous, sad, hopeful, desperate, overwhelming...
Group the words according to the photograph. How different are the lists? Are any words common?
©Reuters/ AlertnetBoth photographs show some aspect of war. The first shows fighting near Bin Jawad, with armed opposition groups facing shelling from the government forces. The other shows migrant labourers and other workers from abroad preparing to board a ship going to Greece from the Libyan port of Benghazi.
Which is the more memorable picture? Close your eyes, and see which one returns to mind. Where would students prefer to be? Can they relate anything in their own experience to either situation? Have they ever felt as they imagine those in the pictures might feel?
In depth
Use the first picture to explore the law, focusing particularly on what happens to casualties and civilians in a conflict zone.
Some of the main rules of armed conflict, also known as international humanitarian law, are briefly summarised below. Select one item and invite students to give two examples for each from any conflict they know of. They could draw on news reports, history, films or fiction. One example should be a clear breach of the law, the other a memorable observance of it:
- All sides to armed conflict must distinguish at all times between civilians and combatants. Attacks may only be directed against combatants and may not be directed against civilians
- Only military targets can be attacked
- Indiscriminate attacks are prohibited
- The wounded and sick from all sides shall be collected and cared for
- Medical facilities, ambulances and personnel must be respected and protected
- All those detained must at all times be treated humanely.
Focusing on the second picture, talk about coping with uncertainty and dramatic change. How unsafe and anxious would these workers have felt as they considered leaving Libya? What will they have had to balance in making the decision? What will they have lost forever in going?
Concentrate on what people under stress most need. Discuss then vote on which of the following would be most valuable to those queuing for the boat: money, friends, aid agencies?
Geography: coordination skills
What can students tell from knowing the latitude and longitude of the pictures' location? One is 30° 48′ N, 18° 5′ E. The other is 32° 07′ N 20° 04′ E. Which do they think is which? Work out what relation they have to each other. If you were moving from one to the other which direction would you be travelling? If both are on Libya's northern coast, what can you say about the shape of the coastline?
Now find them on a map – Benghazi and Bin Jawad. Is it obvious why Benghazi has been a port from ancient times? Find out about the climate of the area. Is it what students expected from a place in Africa? Guess where Benghazi is in relation to where you live. Find an online website that gives latitude and longitude from post codes, and check how right you were.
Science: fight or flight
Explore the chemistry of stress. The photographs could be said to depict the two common responses to threat – flight or fight. Look at how the chemistry of people's bodies can change dramatically in an emergency. The sudden release of the hormone adrenaline into the bloodstream increases oxygen to the brain and muscles. Which organs do the adrenal glands sit on top of? (Answer: kidneys.)
The impact of adrenaline is good for action, but less good for concentration, understanding or thinking straight. Ask students to draw up a list of how to help someone who is confused and agitated through an adrenaline surge. What are good tactics, and what are not?
This activity is from the 17 March 2011 edition of newsthink, the news-based education resource. Sign up to receive free news discussions, videos, audio clips and photos every fortnight during term time via email.