Published in March 2019
Module 1: Developing a rationale for using the firearms trafficking video
This module provides guidance on integrating the firearms trafficking video into the classroom curriculum and developing a supporting rationale for doing so.
A rationale helps to ensure that students meaningfully engage with the video content and areas related to firearms trafficking and associated firearms violence that are not covered in the video.
Developing a rationale for using the firearms trafficking video in your classroom
There are many sound educational reasons to incorporate the firearms trafficking video in the classroom curriculum.
- Is the purpose grounded in the curriculum or is it to supplement the curriculum?
- Is the purpose to engage students in a discussion on firearms trafficking, extending the life skills curriculum of the school?
- Is viewing the video part of an extracurricular activity, such as an integrity club activity?
- Is viewing the video part of a pedagogical strategy to help students engage in a process of inquiry and self-reflection?
It is important to understand why you are doing what you are doing and what you hope to achieve. When you can articulate a rationale for teaching certain content in a certain way with certain materials, you can better structure the learning experience and make justifications, if needed, for your instructional decisions.
Your toolkit for developing a rationale for using the firearms trafficking video
Consider the following when developing a rationale for incorporating the firearms trafficking video:
Why is this video an appropriate tool for discussing this topic?
- The video is designed for a lower-secondary (13-15) and upper-secondary (16-18) students. It has an interesting plot and features elements of surprise, shock and twist. The video contains a minimal level of violence that is appropriate for this age group
- The video can be used to engage students in meaningful discussions about firearms trafficking and associated firearms violence, and the importance of not resorting to firearms as a means of resolving conflicts
- The video is brief. It is less than two minutes long, which allows you time to replay, discuss and debrief the content. Videos of less than eight minutes tend to increase interest and motivation in young people of this age
- The video comprises a short story with a simple plot. While the plot is simple and the links to firearms trafficking and associated firearms violence are clear, they still need to be expanded upon in the classroom. This provides an opportunity for dialogue and engaging in a healthy critical-inquiry process (discussion, debate and questioning) regarding the more complex elements of firearms trafficking and associated firearms violence contained in the video
- There is no dialogue or narration in the video. Students can concentrate on what is happening without the distraction of words. Students can add their own dialogue as an extension activity after viewing and the debriefing session
If you wish, you can add other reasons to this list.
What can you achieve by showing this video?
- You can engage your students in ethics and integrity education to help them develop a sound moral and ethical compass
- You can deepen your students' understanding of how to manage conflict and solve problems peacefully without resorting to bullying and violence
- Your students can learn that firearm trafficking and associated firearms violence is an international problem that requires international cooperation, and that there is a legal framework to expedite the prevention of firearm trafficking and violence
If you wish, you can add other expectations to this list.
What are the most significant lessons students should learn from the video about firearms trafficking, integrity, transparency, accountability and ethical decision-making?
- Resorting to the use of firearms is not an acceptable way to resolve conflicts
- The presence of and trafficking in firearms can escalate levels of violence
- The death, injury and heartache caused by gun violence are devastating. The threat and reality of gun violence can seriously affect entire communities
- Firearms are not intrinsically illegal; they become illegal when diverted into the illegal market or when misused for the commission of crimes
If you wish, you can add other learning objectives to this list.
How can you use the video your classroom curriculum?
- You can integrate the video into the existing curriculum. The content can be used to complement certain objectives (directly or indirectly) of the curriculum. For example, it can be used in relation to a specific outcome, goal, strand, unit or standard in the curriculum. In this way, the video acts as a tool to help achieve the larger aims of the curriculum.
- You can supplement or enhance a particular aspect of teaching and learning with the video, using it as a pedagogical strategy or a scaffold to reinforce certain material. The video can be used to introduce a new lesson or concept, or to prompt prior knowledge. It can complement in-class work by driving interest, inquiry, exploration, curiosity, creativity and problem-solving. In this way, the video acts as a tool to help achieve a larger pedagogical aim.
- You can use the video as part of an extracurricular learningactivity.Thisrefers to using the video in an afterschool setting, such as in an integrity club or another informal after-school programme. However, there are potential limitations to this approach, including in relation to the availability of teachers to carry out the learning activities and the number of students able to access the activity.
What activities can I undertake using the video?
Your rationale is not complete without considering what instructional activities you can undertake using the video.
Activities can include script writing, role-playing, listening, speaking activities, inquiry-based activities, classroom discussions, debates, cooperative learning activities, problem-based and project-based learning, visual-learning strategies, game-based learning, action-based and experiential learning activities, and reflection activities.
All of these activities are based on the three domains of learning, cognitive, socio-emotional and behavioural, which form the framework of the Global Citizenship Education initiative.
There are a number of suggested activities available to download:
- Suggested activities - sheet 1
- Suggested activities - sheet 2
- Suggested activities - sheet 3
- Suggested activities - sheet 4
- Suggested activities - sheet 5
- Suggested activities - sheet 6
You can use these activities to help plan the use of the video in your classroom, and to complete your rationale for using the video.