Warm-up (5–10 minutes)

1. Select a historical or current conflict example, or have students consider one that they are familiar with. Prompt them to think about how the conflict was actually resolved, versus how they wish the conflict would have been resolved.
2. Allow for pair share, then have a class share out. 
3. Introduce the lesson objectives, lesson questions, and lesson background. 

Interaction with first source (20 minutes) 

1. Distribute physical or digital copies of the following source: Landmines and Explosive Ordinance in Cambodia: Clearance and Risk https://sites.tufts.edu/gis/files/2020/08/danz_jeremy_Nutr231_Fall2019.pdf 
2. Together, read the “Background: A Legacy of Conflict” section. Invite students to annotate for main ideas.
   1. Questions to check for understanding:
      1. How did Cambodia become occupied with so many landmines?
      2. What attempts were made to clear all landmines? Was it successful or not, explain.
3. Draw students’ attention to the various maps, charts and keys on that source. 
   1. Task students with writing two main ideas that best illustrate the graphics on the source. 
   2. Lead students to understand that though the landmines were from long ago, many landmines remain and impact the community to present time. 

Interaction with second source (15–20 minutes)

1. Introduce the following graphic to students: https://ucdavis.box.com/s/gop72gcfg0wfdlotjbsxp55lmt80ybxn 
   1. Without providing the title of the graphic to them, invite them to make predictions of what this graph is trying to illustrate 
   2. Ask them to consider the factors on the axis (time vs peace/war/conflict), and state the relationship between them all
   3. Have students pair share, then have a whole class discussion
2. Identify the graphic as a Curve of Conflict. Provide students with the following context: Conflict has its own dynamic, and it tends to escalate and recede over time. The curve of conflict helps us to visualize how conflicts typically evolve over time and how different phases of conflict relate to one another. It is one way in which we can deconstruct the dynamic of conflict and seek to understand it and handle it more effectively. Along the curve, we can identify discrete stages where action can be taken to prevent, manage, or resolve conflict. Violent conflicts do not always have a clear beginning or end. Ceasefire agreements or peace agreements may be ignored or violated, which can oftentimes lead to a re-emergence of violence. Even after violence has ended, the consequences of war affect many people in a society. 
   1. Scaffolding Opportunity: Make the following handout accessible to students via paper copies or digitally: Explanation of the Curve of Conflict. As a class, ask student volunteers to read each stage outlined in the handout. It may be helpful for students to highlight main details for each one. 
3. Distribute the handout: Analyzing Conflict Worksheet
   1. Students will be tasked with connecting the Curve of Conflict elements to the issue of landmines in Cambodia. The teacher can lead the worksheet by modeling how to answer the first two questions. Then, students can work with a partner to complete the remaining questions. 
      1. Students may also refer to this source for support in completing the worksheet: https://www.esri.com/news/arcwatch/0708/feature-sidebar.html 
4. Have a class discussion of the questions to check for understanding. 
5. Explain to students that post-conflict reconstruction is the phase of a conflict in which societies attempt to rebuild after the violent conflict appears to have ended. With regard to the conflict of landmines in Cambodia, ask students:
   1. What happened during the post-conflict phase of that war?
   2. How did landmines impact the Cambodian community specifically?
   3. What rebuilding needed to happen?
   4. Who did the rebuilding?

Interaction with third source (20 minutes)

1. Share with students that humans aren’t the only ones capable of supporting post-conflict reconstruction efforts. Animals can also contribute. Introduce the video “Detecting Landmines: Building Peace” https://www.youtube.com/watch?v=-oLWkGIHKYc using information from the background on the video. 
2. Have a class discussion on the following questions:
   1. In what ways do landmines affect an area after violent conflict has ended?
   2. What examples of post-conflict reconstruction activities are mentioned in the video?

Cultural Production (30 minutes)

1. Students can choose from one of the following assessments: 
   1. Write a formal letter urging the U.S. government to support the mine ban treaty and destroy all stockpiles of mines. (www.icbl.org) 
   2. Infographic/article to educate the public – Write and feature an article about the campaign on your school website and/or in your school paper.
   3. Write a letter to the editor or an op-ed to your local newspaper to express your concern about landmines. The media needs to know that the global landmine problem has not gone away just because we now have an international treaty outlawing the weapon. We still need to get all countries to ban this weapon, including the United States. We need to clear the millions of mines still lying in the ground, and we will need to take care of the hundreds of thousands of innocent people who have survived a landmine explosion but are now disabled. (www.icbl.org)
   4. Learn about and create a brochure or PSA for Friendship with Cambodia . This organization provides vocational training to landmine survivors – Most people who step on landmines are rural farmers. After they lose a leg, they can no longer farm and need to find another way to earn money so they can buy rice and food for their family. Friendship with Cambodia (www.friendshipwithcambodia.org) supports a project that offers landmine survivors an opportunity to get job training and to start their own business. 
   5. Create an infographic or brochure about how to sponsor a mine detection dog – https://www.marshall-legacy.org/sponsor-a-dog
   6. Create an infographic or brochure about how to adopt a minefield. Local communities in mine-affected countries often do not have the resources to clear their own land and to provide adequate care for their landmine survivors. They depend primarily upon financial assistance from governments and international and nongovernmental organizations. Adopt-A-Minefield® is a grassroots effort to provide this aid. To find out more about how students can participate in the Adopt-A-Minefield® Campaign, visit their website www.landmines.org , e-mail them at info@landmines.org, or call them at (212) 907-1300.
2. Allow students to work in pairs/groups to complete the assessment.
3. Once all projects are complete, provide opportunities to present and share with peers.