# data[].attributes.headline
The Economist - Russia - What's the next move?

# data[].attributes.subject
The Economist - Russia - What's the next move?

# data[].attributes.attachment_link.readable_text
Download our one-hour Headline teaching resource on the current situation between Russia and Ukraine.

Below you'll find all the download links. Those that have "UK" at the end have British spelling, those with "US" at the end have American spelling.

Use this resource in your classroom then let students discuss the big questions on our Student Hub - learn more.

Downloads

Past Headlines

# data[].attributes.attachment_link.description
Download our one-hour Headline teaching resource on the current situation between Russia and Ukraine.Below you'll find all the download links. Those that have "UK" at the end have British spelling, those with "US" at the end have American spelling.Use this resource in your classroom then let students discuss the big questions on our Student Hub - learn more.

# data[].attributes.headline
Russia has invaded Ukraine: what we know so far

# data[].attributes.subject
Russia has invaded Ukraine: what we know so far

# data[].attributes.attachment_link.readable_text
Russian forces are attacking several locations across Ukraine. Here is what we know so far about the offensive:

The full scope of the Russian military operation was not immediately clear but Putin said: "Our plans do not include the occupation of Ukrainian territories. We are not going to impose anything by force." However Putin and Russian officials have also repeatedly denied planning a military assault on Ukraine.

As explosions were heard around Kyiv, the city's mayor ordered residents to take shelter and remain indoors as air sirens sounded.

A few hours later Ukrainian officials announced the suspension of internal civilian air traffic as it appeared that some Russian strikes were close to Kyiv's main civil airport. However the Russian military said it had targeted Ukrainian airbases and other military assets, and had not targeted populated areas.

# data[].attributes.attachment_link.title
Russia has invaded Ukraine: what we know so far

# data[].attributes.attachment_link.description
Russian forces are attacking several locations across Ukraine. Here is what we know so far about the offensive: The full scope of the Russian military operation was not immediately clear but Putin said: "Our plans do not include the occupation of Ukrainian territories. We are not going to impose anything by force."

# data[].attributes.attachment_link.readable_text
More than five million Ukrainians die fighting Nazi Germany. Most of Ukraine's 1.5 million Jews are killed by the Nazis.

Armed resistance to Soviet rule ends with capture of last commander of Ukrainian Insurgent Army.

# data[].attributes.attachment_link.description
More than five million Ukrainians die fighting Nazi Germany. Most of Ukraine's 1.5 million Jews are killed by the Nazis. Armed resistance to Soviet rule ends with capture of last commander of Ukrainian Insurgent Army.

# data[].attributes.attachment_link.title
Russia 'plans biggest conflict since 1945' - The Day

# data[].attributes.headline
What responsibilities do the media have 

# data[].attributes.subject
What responsibilities do the media have 

# data[].attributes.attachment_link.title
What responsibilities does the media have?

# data[].attributes.attachment_link.description
In this lesson, we will learn about the rules that the media is required to follow, and what can happen if they do not. We will also consider what 'good journalism' looks like and why it is important.

# data[].attributes.attachment_link.description
In this lesson, we will explore the idea of 'fake news' and why we need to understand it as misinformation, disinformation and malinformation. We consider the impact of sharing information that is false, misleading or harmful, and what steps we can take to verify the information we consume.

# data[].attributes.attachment_link.description
In this lesson, we will look at what is meant by the term 'responsible journalism'. We will explore the key terminology associated with responsible journalism: verification, independence and accountability. In this lesson, we will also consider how the media is regulated in the UK and examine the case for greater media regulation.

# data[].attributes.headline
What is misinformation and what can we do about it? 

# data[].attributes.subject
What is misinformation and what can we do about it? 

# data[].attributes.attachment_link.title
What is misinformation and what can we do about it?

# data[].attributes.attachment_link.description
In this lesson, we will explore the differences between misinformation, disinformation and malinformation and the impact they can have on a democracy. We will also consider what we can do about this spread of misinformation, disinformation and malinformation.

# data[].attributes.headline
World reaction to Putin's 'special military operation' in Ukraine - Al Jazeera

# data[].attributes.subject
World reaction to Putin's 'special military operation' in Ukraine - Al Jazeera

# data[].attributes.attachment_link.title
World reaction to Putin's 'special military operation' in Ukraine

# data[].attributes.attachment_link.description
President Putin has given approval to a 'special military operation' in the Donbas region.

# data[].attributes.attachment_link.readable_text
Russian forces have launched a military attack on Ukraine, with reports of explosions near major cities across the country.

Russian President Vladimir Putin appeared on Russian TV saying he did not plan to occupy Ukraine, but warned other nations not to try to stop them. He also urged Ukrainian soldiers to lay down their weapons.

Shortly afterwards, attacks were reported on Ukrainian military targets and Russian military vehicles were said to have crossed the border in a number of places.

Ukraine's Foreign Minister has said: "Putin has just launched a full-scale invasion of Ukraine."

The Foreign Minister stressed that Ukraine "will defend itself" and that "the world can and must stop Putin".

Getty Images

This latest action from Russia comes after months of tensions between the two countries, as Russia moved lots of soldiers to its border with Ukraine.

On Monday, President Putin ordered troops into Donetsk and Luhansk, two rebel-held regions in eastern Ukraine.

He declared the two regions as 'independent states', and argued that people in these breakaway regions of eastern Ukraine had called for military help from Russia.

What has happened overnight?

Getty Images

Ukraine entered a month-long state of emergency at midnight on Thursday local time, which is 10pm UK time.

A few hours later Russian President Vladimir Putin made his own speech on TV announcing a "military operation" in Ukraine's Donbas region.

President Putin said Russia demanded that the Ukraine military lay down their weapons, and warned other nations not to interfere.

Ukraine's foreign minister has accused Russia of starting a full-scale war, and urges the UN "to do everything possible" to stop it.

UK Prime Minister Boris Johnson said he was "appalled by the horrific events in Ukraine" and that President Putin "has chosen a path of bloodshed and destruction by launching this unprovoked attack".

The PM said in a TV address that the UK "cannot and will not just look away" at Russia's attack on Ukraine.

Mr Johnson said President Vladimir Putin had launched a "vast invasion by land, by sea and by air" without provocation.

He said the UK and allies will launch a "massive package" of sanctions to "hobble" Russia's economy.

Sanctions are various financial punishments that will affect Russia. On Monday the UK had already announced sanctions against five Russian banks.

Earlier this morning, the PM spoke to Ukraine's president to discuss how to respond and promised decisive action by the UK and its allies.

Getty Images

US President Joe Biden has said that the world will hold Russia accountable for what he called an "unprovoked and unjustified attack by Russian military forces".

He says "the prayers of the entire world are with the people of Ukraine".

Mr Biden said he will be monitoring the situation from the White House and will meet with G7 leaders in the morning before announcing "further consequences" for Russia.

The head of Nato, Jens Stoltenberg, says they stand with Ukraine, and will do all it takes to defend all allies.

Russia had previously made a list of demands, including banning Ukraine from ever joining Nato, and said it would only pull its armies back if its conditions were met.

What is happening in Ukraine?

Pierre Crom

BBC reporter Paul Adams in Kyiv has said he has heard five to six "distant explosions" in the Ukrainian capital, and says reports are coming in of explosions elsewhere in the country.

In the capital of Kyiv, an emergency siren has gone off, and pictures show streams of cars as people leave the city.

There are reports of queues in supermarkets and people withdrawing money at ATMs.

In a late-night address to the nation, Ukraine's President Volodymyr Zelensky vowed "we will defend ourselves" in the event of an attack.

"Hear us. The Ukrainian people want peace. The Ukrainian authorities want peace," he said.

# data[].attributes.attachment_link.title
Russia launches attack on Ukraine - CBBC Newsround

# data[].attributes.attachment_link.description
Russian forces have launched a military attack on Ukraine, with reports of explosions near major cities across the country. Russian President Vladimir Putin appeared on Russian TV saying he did not plan to occupy Ukraine, but warned other nations not to try to stop them. He also urged Ukrainian soldiers to lay down their weapons.

# data[].attributes.attachment_link.title
Ukraine: How UK, US and the rest of the world reacted - CBBC Newsround

# data[].attributes.attachment_link.description
Leaders from across the world have been reacting to Russia's invasion of Ukraine. British Prime Minister Boris Johnson and US President Joe Biden are among the leaders condemning the action. Russian forces launched a major military assault on Ukraine on Thursday morning, with reports of missile strikes and explosions near major cities.

# data[].attributes.attachment_link.readable_text
This conflict cannot be understood without historical context. It is influenced by over 100 years of territorial disputes, war and economic competition that has often involved all of Europe. In particular, students should understand what the Cold War was and, after it ended, how Ukraine became an independent country. Next, it is important to understand what NATO was in the Cold War, what it is today, and why Ukraine is currently caught between it and Russia. Follow our links below for some great lessons on introducing this concept. The Economist Foundation offers a good, short explanation for the origins of the dispute and an exercise on possible international responses. World 101 offers a useful history of NATO and a challenging resource on the civilian cost of conflict.
Balance: understand both sides
In the context of an invasion it can be difficult to find any point of balance. However, we should not allow discussion of conflict to become too one-sided. Peace and conflict resolution is founded on mutual understanding, where opposing groups listen to one another and develop solutions together. It is now obvious why Ukrainians may fear Russia, but it is important to note Russia's fear of NATO expansion so close to its borders. The easiest thing to do here is to mention possible motivations on either side and then use this as a prompt for the discussion of potential solutions. You could ask: What could have been done before this crisis to reduce tensions? What should be done now? There won't be easy answers to these questions, but it is important to demonstrate that the first steps to a resolution are based on understanding and discussion.
Empathy: highlight individual stories
War is never heroic nor glamorous. The tragedy is that almost all of those involved are against it. Peacebuilding is about understanding that there are rarely positive outcomes to war and that non-violent solutions should always be preferred. A powerful way to demonstrate this is by hearing the testimonies of those affected by war. Literature and media resources are really useful here. Follow the link below for the short film 'Fatima's Journey' that documents the experience of a young Syrian refugee in her own words. Accounts such as this show that the people experiencing and fighting wars are just like us. After this, encourage students to think about how different people in Ukraine may be feeling. How do the Ukrainians fleeing Kiev feel? What about the Ukrainian Russians in eastern, rebel held territory? What do the Russian soldiers and their mothers at home feel? What about the Ukrainian citizens getting called to arms?
Action: guide discussion towards solutions
However dark this situation is, it offers the opportunity to really highlight the aspirations students have for a better world. It's easy to get bogged down with discussion of pragmatic solutions like the appropriateness of sanctions or military intervention. Allow students to be as imaginative as they want. This is especially useful for younger children if discussion of the invasion may seem too complicated. Ask: if they had to build a peaceful world how would they do it? What does being peaceful mean to them? How do they resolve arguments in their own lives? The huge environmental, economic and human cost of war also draws attention to what we wish global efforts could focus on instead. Ask: how would they use all the resources and money spent on war differently? This is the time to talk about all that can be achieved through global cooperation and empathy. Find below the Peace Education Networks' 'Teach Peace' pack for excellent primary-level resources on the benefits of peaceful cooperation and the challenges of bringing it about. These can easily be adapted for older students.

# data[].attributes.attachment_link.description
This conflict cannot be understood without historical context. It is influenced by over 100 years of territorial disputes, war and economic competition that has often involved all of Europe. In particular, students should understand what the Cold War was and, after it ended, how Ukraine became an independent country.

# data[].attributes.attachment_link.description
In this lesson, we will explore why a free press is important in a democracy and we will compare the press of the UK with the press in China, which is censored.

# data[].attributes.attachment_link.readable_text
There are currently 30 members

Sort alphabetically or

Albania (2009)

Belgium (1949)

Bulgaria (2004)

Canada (1949)

Croatia (2009)

Czechia (1999)

Denmark (1949)

Estonia (2004)

France (1949)

Germany (1955)

Greece (1952)

Hungary (1999)

Iceland (1949)

Italy (1949)

Latvia (2004)

Lithuania (2004)

Luxembourg (1949)

Montenegro (2017)

Netherlands (1949)

North Macedonia (2020)

Norway (1949)

Poland (1999)

Portugal (1949)

Romania (2004)

Slovakia (2004)

Slovenia (2004)

Spain (1982)

Türkiye (1952)

The United Kingdom (1949)

The United States (1949)

NATO enlargement

NATO membership is open to "any other European state in a position to further the principles of this Treaty and to contribute to the security of the North Atlantic area."

NATO also has what it calls the Membership Action Plan. It helps aspiring members prepare for membership and meet key requirements by providing practical advice and targeted assistance.

<>

2.1 A political and military Alliance

Security in our daily lives is key to our well-being. NATO's purpose is to guarantee the freedom and security of its members through political and military means.

POLITICAL - NATO promotes democratic values and enables members to consult and cooperate on defence and security-related issues to solve problems, build trust and, in the long run, prevent conflict.

MILITARY - NATO is committed to the peaceful resolution of disputes. If diplomatic efforts fail, it has the military power to undertake crisis-management operations. These are carried out under the collective defence clause of NATO's founding treaty - Article 5 of the Washington Treaty or under a United Nations mandate, alone or in cooperation with other countries and international organisations.

2.2 Collective defence

NATO is committed to the principle that an attack against one or several of its members is considered as an attack against all. This is the principle of collective defence, which is enshrined in Article 5 of the Washington Treaty.

So far, Article 5 has been invoked once - in response to the 9/11 terrorist attacks in the United States in 2001.

2.3 The Transatlantic link

NATO is an alliance of countries from Europe and North America. It provides a unique link between these two continents, enabling them to consult and cooperate in the field of defence and security, and conduct multinational crisis-management operations together.

2.4 The 2022 strategic concept

<>

3.1 Decisions and consultations

Every day, member countries consult and take decisions on security issues at all levels and in a variety of fields.

A "NATO decision" is the expression of the collective will of all 30 member countries since all decisions are taken by consensus.

Hundreds of officials, as well as civilian and military experts, come to NATO Headquarters each day to exchange information, share ideas and help prepare decisions when needed, in cooperation with national delegations and the staff at NATO Headquarters.

3.2 Operations and missions

Kosovo

Securing the Mediterranean

Supporting the African Union

NATO takes an active role in a broad range of crisis-management operations and missions, including civil emergency operations.

NATO's crisis-management operations are carried out under Article 5 of the Washington Treaty or under a United Nations mandate.

3.3 Partnerships

40 non-member countries work with NATO on a wide range of political and security-related issues. These countries pursue dialogue and practical cooperation with the Alliance and many contribute to NATO-led operations and missions. NATO is also cooperating with a wide network of international organisations.

Partner countries do not have the same decision-making authority as member countries.

Learn more
about NATO's partnerships

3.4 Developing the means to respond to threats

NATO has always innovated and adapted itself to ensure its policies, capabilities and structures meet current and future threats, including the collective defence of its members.

NATO develops partnerships with former adversaries after the break-up of
the Soviet Union

Large-scale terrorist attacks in New York and Washington D.C.

NATO invokes Article 5 for the first time ever and adopts a broader approach to security

Go to NATO Declassified

Member countries

International Military Staff

Integrated Military Command Structure

View organigram

# data[].attributes.attachment_link.description
There are currently 30 members Sort alphabetically or Albania (2009) Belgium (1949) Bulgaria (2004) Canada (1949) Croatia (2009) Czechia (1999) Denmark (1949) Estonia (2004) France (1949) Germany (1955) Greece (1952) Hungary (1999) Iceland (1949) Italy (1949) Latvia (2004) Lithuania (2004) Luxembourg (1949) Montenegro (2017) Netherlands (1949) North Macedonia (2020) Norway

# data[].attributes.attachment_link.readable_text
If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

This section gives you some tips about what to do if you are feeling sad about what you've seen, heard or read.

What to do if you're upset by the news

Sometimes things that happen in the world can make us sad, anxious or confused.

It's important to remember that upsetting stories are in the news because they are rare - they don't happen very often.

But what can we do when the news makes us feel this way?

If the news has upset you, talk to an adult you trust about it. It's important to share what is troubling you.

It's normal to feel upset

It's important to remember that being sad, worried or angry about awful things that happen in the world around you is okay and perfectly normal.

You won't be the only one who feels that way.

Adults get sad and confused too, so there is nothing wrong with feeling like this.

Do things that make you happy

Doing things that make you happy can help you to feel better.

Watch your favourite film, take your dog for a walk or read some of your favourite book.

Try to balance the news you read. If you read a sad story, then try and read a happy one before you go to bed

If being worried is making it more difficult to sleep or if you are having nightmares, it's really important to speak to an adult about this too.

Here are some things you can do if you are having worried thoughts when you go to bed:

Remember things that make you happy and think about these as you're going to bed, so your head is full of positive thoughts

Surround yourself with nice things by your bed - perhaps a happy photo that makes you smile - so this is the last thing you see before you sleep

If you have bad dreams, talk about it or even try drawing it. This will help you to confront your fear

Keep things with you that make you feel secure - even if it is your old teddy bear that you keep hidden from your mates!

Don't forget - terrible things are on the news because they are rare and do not happen very often.

Although people are spending a lot of time talking about it, it is still very unlikely that events like this will affect you or your family.

The most important thing is that if you are feeling upset, don't keep what's troubling you about the news to yourself.

Talk to an adult about the issue in the news that is worrying you.

That can help you to understand what is upsetting you, and help those feelings of sadness, anger or confusion to go away.

# data[].attributes.attachment_link.description
If you are upset by the news, here is some advice to help you.

# data[].attributes.attachment_link.readable_text
What's it: Trade sanction is formal penalties for stopping or reducing the purchase or sale of goods to a country. The sanctioner may be a country with a strong economy such as the United States or several countries together or through an international organization.

We also often refer to trade sanctions as commercial sanctions. Commercial sanctions are part of economic sanctions, besides financial sanctions.

Financial sanctions can take various forms, such as:

Deferral of international financial rocks

Prohibition of access to international financial markets

Freezing of financial assets

Prohibition of transfer of payments or financial transactions

Rescheduling of debt payments

Difference between trade sanctions and embargoes

Embargoes are similar to trade sanctions but represent more severe penalties. Countries impose embargoes, usually attempting to obtain national interests from the sanctioned state. If trade sanctions fail, adopting countries can adopt harsher economic sanctions through trade embargoes and financial sanctions.

Embargoes can take the form of:

Prohibition of export or import transactions

Quota creation for quantity

Freezing of financial or non-financial transactions

Prohibits the sale or purchase of high technology products

The effectiveness of the embargo is proportional to the level of international participation of the sanctioned country. When it has significant participation, embargoes can be powerful tools to significantly impact the country's economy.

Meanwhile, although painful, for a sanctioned country, an embargo can be an opportunity to develop independence more quickly. However, indeed, in the short term, they will have to suffer.

Reasons for imposing trade sanctions

Trade sanctions act as punishments to encourage desired behavior. This is closely related to foreign economic policy in politics and international relations. Imposing sanctions aims to change the behavior and policies of the government of the target country.

There are various reasons behind the trade sanctions, whether for political, economic, military, or even social reasons. All right, let's take a few examples to understand the reasons for sanctions.

First, the political tension between countries. For example, the United States imposed a full embargo on Cuba from 1963 in protest against the country's Communist government.

In 2018, the United States imposed a seven-year export ban on a Chinese telecommunications company, ZTE Corporation, for illegally exporting US goods to North Korea and Iran.

In 2006, Russia banned all imports from Georgia and cut natural gas supplies to Ukraine in response to plans for the two countries to join NATO.

Second, retaliation for unfair trade practices. For example, a country gives production subsidies to domestic firms to lower production costs. That way, the price of domestic goods is lower when sold abroad. Such practices are detrimental to the destination country's products because they do not receive the same facilities.

Brazil forced trade sanctions on the United States in 2004, in response to the United States' policy of subsidizing its cotton farmers. Brazil won a lawsuit at the World Trade Organization and has the right to impose $ 830 million in US product sanctions.

Third, preserve international peace and security. For example, a country may prohibit the export of arms from supporting the peace process. Another alternative is to freeze transactions related to terrorism or arms trafficking.

In 2006, the UN banned heavy weapons and individual goods exports in response to North Korea's first nuclear test.

Fourth, a violation of human rights. In 2017, Canada imposed sanctions on Venezuela and banned any transactions, both goods and financial, to some Venezuelan officials.

In 2011, the United Nations also embargoed Libya in response to humanitarian violations during the First Libyan Civil War.

Types of trade sanctions

Based on the sanctioner, trade sanctions fall into the following two categories:

1. Unilateral sanctions. One country imposes sanctions on other countries. Usually, the sanctioner is a country with a strong economy, or that feels disadvantaged.

2. Multilateral sanctions. The sanctioner involves two or more countries. It usually involves an alliance of countries or international organizations such as the United Nations and the European Commission.

Furthermore, based on penalties, trade sanctions can take the form of:

High import tariffs to make the target country's goods more expensive when entering the domestic market.

Quotas limit import and export volumes during a specific period.

Non-tariff barriers such as license terms, product standards, and other terms, which increases trading costs.

Prohibits export of certain products, such as weapons

Stop imports of products from sanctioned countries

Prohibit terrorism-related technical assistance, training, and funds transfers

Trade sanctions pros and cons

While sanctions are a useful tool for putting pressure on a country, they are a topic of pros and cons for reasons of both effectiveness and subjectivity. Subjectivity means that sanctions act in the sanctioner's interests, which may not be the best solution that the government or citizens in the target country want.

Benefits of trade sanctions include:

A useful foreign policy tool to influence and retaliate against other countries

Reforming the behavior of the sanctioned country

Stabilizing a regime that is cruel and violates human rights

Support international peace and security as in the case of an arms embargo

Disadvantages of trade sanctions include:

Increase tensions in international relations where the target country can form counter alliances to retaliate, lead to trade wars or even open warfare

Raises the economic costs of the target country such as low growth, lost income and jobs, and poverty

Deglobalization because it alienates target countries from international trade

Also in International Trade

1. Export: Meaning, Importance, How to Do

2. Trade Deficit: Formula, Causes, Impacts

3. Trade Barriers: Types, and Arguments

4. Trade Restriction: Reasons, Types, and Impacts

5. Trade Surplus: How to Calculate, Affecting Factors, Pros, Cons

6. Trade Balance: Formula, Calculation, Impacts, and Affecting Factors

7. Terms of Trade: Meaning, How to Calculate, Impacts

8. Trade Sanction: Meaning, Reasons, Types, Pros, Cons

# data[].attributes.attachment_link.title
Trade Sanction: Meaning, Reasons, Types, Pros, Cons- Penpoin.

# data[].attributes.attachment_link.description
What's it: Trade sanction is formal penalties for stopping or reducing the purchase or sale of goods to a country. The sanctioner may be a country with a strong economy such as the United States or several countries together or through an international organization. We also often refer to trade sanctions as commercial sanctions.

# data[].attributes.attachment_link.description
We are Médecins Sans Frontières / Doctors Without Borders (MSF). We provide vital medical care for the people who need it most in more than 70 countries.

# data[].attributes.attachment_link.description
UNHCR, the UN Refugee Agency, is a global organisation dedicated to saving lives and protecting the rights of refugees, forcibly displaced communities and stateless people.

# data[].attributes.headline
How should you teach the Ukraine crisis?

# data[].attributes.subject
How should you teach the Ukraine crisis?

# data[].attributes.attachment_link.readable_text
Days like this are partly why I love my subject so much. Of course, there is a curriculum and you can't throw your teaching plan out of the window completely, but also it's 6am and I've just woken up to the news that there is an invasion underway in Europe. The day calls for changing the lesson plan a bit.

The question is, then: how do you boil down a thousand years of Ukrainian-Russian history and a complex web of connected causes and impacts into a brief starter task that keeps students engaged but doesn't terrify them? Sticking to some key discussion points usually works best - you can bet by the time you've covered the first slide there'll be 10 hands up in the room. My first classroom expectation for students is "be curious, ask questions, say what you think", after all.

Teaching students about the Ukraine crisis

Perhaps the most important outcome from lessons like these isn't the knowledge itself but the skills students take away beyond the lesson: how to identify fake news; recognising that misinformation is as much a weapon in war as guns and tanks. One student says she just saw a video of Russian fighter jets flying over Scotland. I ask how she knows (quietly ignoring the fact that phones weren't supposed to be out in this period - it's relevant research, I guess). "It says it in the caption," she says. A teaching moment if ever there was one.

We watch the first 10 minutes of the lunchtime news live on the BBC, which prompts more questions about what happens next. When will it all be over? Teaching moment number two - a reminder that we don't have all the answers.

Michael Shanks is a modern studies teacher in Scotland. He tweets @mgshanks

# data[].attributes.attachment_link.title
How should you teach the Ukraine crisis?

# data[].attributes.attachment_link.description
Days like this are partly why I love my subject so much. Of course, there is a curriculum and you can't throw your teaching plan out of the window completely, but also it's 6am and I've just woken up to the news that there is an invasion underway in Europe.

# data[].attributes.headline
SDCOE - Resources for Educators, Families to Discuss the Events in Ukraine with Students

# data[].attributes.subject
SDCOE - Resources for Educators, Families to Discuss the Events in Ukraine with Students

# data[].attributes.attachment_link.readable_text
A Toolkit for Engaging Students During a Crisis

After more than two years of helping students cope with the challenges and complexities of the COVID-19 pandemic, comes a new hurdle for educators and families: Supporting our young people through the biggest attack on a European state since World War Two.

Russian forces invaded the country of Ukraine on Feb. 23 and casualties are being reported by Ukrainian officials.

The attack is being broadcast on TV, but also on social media as Ukraine residents share images of explosions and damage. The effects are far-reaching with economic impacts that could be felt at home by all, but especially by our young people and other vulnerable populations.

In our county, there are staff and students who have U.S. military family members, and we also have staff and students with family or cultural ties to Ukraine and Russia. We must make sure that we are helping keep a safe space for all members of our community.

It's likely our county's students have also been following these events or have overheard conversations and are curious about the cause and the impacts that this may have both globally and locally. To help students better understand this event and to place it in a broader context, we've gathered history-social science, mental health, and social and emotional learning resources to support teachers and families in helping students process these current events.
SKIP TO SECTION
Resources for Teachers Social and Emotional Resources

Teaching Resources for Educators

Students want and need to talk about what they see, remember, and are feeling now; they need the guidance and safety of adults in their schools to be able to navigate their own emotions and trauma in a healthy, safe, and productive way. Classrooms are powerful places to help children process current events, provided educators give renewed energy to creating safe spaces for students.

As with all difficult topics, educators should be keenly aware of the emotional impact these events have on students. Teachers should pay close attention to students who may have family members in the regions and students who might be worried about how this crisis might impact them here in the United States. Before beginning a discussion, teachers are encouraged to consult resources for conducting class discussions such as Facing History and Ourselves' Fostering Civil Discourse (PDF).

Some topics educators may consider adapting for students include:

The impact of geopolitical issues on the United States and the extent of its obligation to respond.

The role and authority of the president (as well as other institutions such as Congress, the media, etc.) in shaping foreign policy.

The policy options the president has for responding to this type of crisis.

The lasting impacts of significant historical events such as the Cold War and the fall of the Soviet Union.

The human costs of war and conflict.

Links to Learn From

The resources contained below are intended solely to provide access to information. Educators know their students and school community best and should determine whether the resource best fits the need.

The Choices Program from Brown University -The Ukraine Crisis: This resource provides information, resources, and lessons to engage students in a comprehensive analysis of the lead-up to the Russian invasion.

Origins - The Collapse of the Soviet Union: To provide a deeper understanding of the crisis in the Ukraine, teachers may want to provide more historical context. This source provides a brief overview of the end of the Cold War and the fall of the Soviet Union.

C-SPAN Classroom: Educators can access video clips of reactions to the Russian invasion of the Ukraine from various sources.

AllSides: Dedicated to presenting current events from multiple perspectives, this resource provides the latest news on the Ukraine from news sources that lean right, centrist, and left.

The Stanford History Education Group: Civic Online Reasoning: In addition to the information that students learn in the classroom, they will likely also be following this event through different forms of media. Teachers may want to remind students to utilize media literacy skills such as those described through this resources.

Social and Emotional Learning Resources for Families, Educators to Support Students

Our students want and need to talk about what they see, remember, and are feeling now; they need the guidance and safety of adults in their home and in their schools to be able to navigate their own emotions and trauma in a healthy, safe, and productive way.

For All Ages

For Elementary/Middle School Students

For Military Families

The San Diego County Office of Education creates and curates resources to support military families and students and schools that serve military children.

Trauma-Informed Resources for School Systems

The National Child Traumatic Stress Network provides resources that can be filtered by topic or keyword and by audience with a focus on how adults can identify traumatic responses in young people and how to support them.

# data[].attributes.attachment_link.title
Resources for Educators, Families to Discuss the Events in Ukraine with Students

# data[].attributes.attachment_link.description
After more than two years of helping students cope with the challenges and complexities of the COVID-19 pandemic, comes a new hurdle for educators and families: Supporting our young people through the biggest attack on a European state since World War Two. Russian forces invaded the country of Ukraine on Feb.

# data[].attributes.headline
Managing anxiety around conflict - Instagram

# data[].attributes.subject
Managing anxiety around conflict - Instagram

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Spiffy (@livespiffy)

# data[].attributes.headline
Listenwise: Kid News: Tension Between Russia and Ukraine

# data[].attributes.subject
Listenwise: Kid News: Tension Between Russia and Ukraine

# data[].attributes.attachment_link.readable_text
Listening Comprehension Questions

What was one of Malala Yousafzai's first experiences with the dangers of religious extremism?

After miraculously surviving her attack, what has Malala focused her work on?

What is the message that Malala is trying to send to those in power?

What does Malala want to do in the future?

What are the goals of Malala's mission to support girls?

Discussion Themes

What is your opinion on Malala's message about the power of education?

Why do you think that ISIS might want to silence people like Malala?

Socrative users can import these questions using the following code: SOC-1234

# data[].attributes.attachment_link.title
Listenwise: Kid News: Tension Between Russia and Ukraine

# data[].attributes.attachment_link.description
Listening Comprehension Questions What was one of Malala Yousafzai's first experiences with the dangers of religious extremism? After miraculously surviving her attack, what has Malala focused her work on? What is the message that Malala is trying to send to those in power? What does Malala want to do in the future?

# data[].attributes.headline
Listenwise: Russian Troops Threaten Ukraine

# data[].attributes.subject
Listenwise: Russian Troops Threaten Ukraine

# data[].attributes.attachment_link.title
Listenwise: Russian Troops Threaten Ukraine

# data[].attributes.headline
Help for teachers and families to talk to pupils about Russia's invasion of Ukraine and how to help them avoid misinformation.

# data[].attributes.subject
Help for teachers and families to talk to pupils about Russia's invasion of Ukraine and how to help them avoid misinformation.

# data[].attributes.attachment_link.readable_text
Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

Here we share some useful advice and resources for schools and teachers - but they may also be useful for families and young people themselves.

How to talk to young people about distressing complex, emotive news stories

The Educate Against Hate website is a useful resource when dealing with a range of issues relating to conflict, difficult classroom conversations and more. A post by Tom Bigglestone, a former Head of Humanities and now Online Learning Manager at The Economist Educational Foundation, encourages teachers to:

Establish the facts by pointing pupils towards "trusted, reputable sources that explain the what, where, when, why and who". It encourages teachers to challenge incorrect information when they see it and to present evidence for facts and get pupils to do the same

Explore a range of diverse perspectives by considering the different voices within the classroom, showing solidarity with potentially marginalised voices and views and make sure it's not left to a pupil to stand up for a particular minority viewpoint alone

Be comfortable without an answer for everything - and help your pupils feel comfortable with that too - by being clear that in many circumstances there is no one 'right' answer

Encourage students to debate ideas by facilitating discussion and helping pupils know that debate can happen without it becoming personal - by, for example, encouraging pupils to say they disagree with someone's idea, rather than with the person.

Educate against hate also has a range of teaching resources aimed at promoting dialogue in the classroom that can support students to achieve a greater understanding of complex and sensitive topics.

How to spot mis- and disinformation and how to help pupils do the same

Mis- and disinformation are particularly prevalent during times of conflict and the risk posed by misleading narratives and information becomes more severe. Educate Against Hate hosts content produced by Be Internet Citizens, an educational programme developed by the Institute of Strategic Dialogue and YouTube. Covers topics including:

How to identify mis- and disinformation (e.g. conspiracy theories, clickbait, manipulated media);

Exploring fact versus opinion, including how sensational content can be used to drive user engagement;

The benefits and pitfalls of a 'personalised web', including algorithms and filter bubbles;

Understanding unconscious bias and how it influences our worldview;

Analysing 'us vs them' narratives, and how online echo chambers may widen social divides;

Responding effectively to hate speech and forging more inclusive digital communities;

Creating inspiring digital content to champion causes, promote positive messages and support peers.

Educate Against Hate also hosts a one hour lesson plan from the Economist Educational Foundation that explores why conspiracy theories are more common in times of crisis, why people spread them and how they should be debunked.

# data[].attributes.attachment_link.title
Help for teachers and families to talk to pupils about Russia's invasion of Ukraine and how to help them avoid misinformation.

# data[].attributes.attachment_link.description
Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

# data[].attributes.headline
Ukraine crisis: Citizens in Ukraine's capital Kyiv urged to stay at home - CBBC Newsround

# data[].attributes.subject
Ukraine crisis: Citizens in Ukraine's capital Kyiv urged to stay at home - CBBC Newsround

# data[].attributes.attachment_link.readable_text
Fighting has broken out on the streets of Ukraine's capital Kyiv as Russian forces enter the city. The Kyiv government has urged people to stay at home.

Kyiv has been under fire since Friday morning with explosions heard throughout the day and into the early hours of Saturday morning.

The Ukrainian government have said that while there is fighting in parts of the capital, they remain in control of the situation.

Kyiv is home to around 2.8 million people, and since the fighting started the United Nations (UN) have said that around 100,000 people have fled their homes, but lots of Ukrainians have stayed, sheltering in bunkers and underground metro stations.

Getty Images

Many people are fleeing the fighting and heading to neighbouring countries, such as Poland.

The Polish Prime Minister, Mateusz Morawiecki, has said that all Ukrainians are welcome, even if they don't have the correct identification, and that they can bring their pets with them too.

Leaders around the world have expressed their shock and anger at the large-scale attack by Russian forces - which took place by land, air and sea.

On Friday night, Boris Johnson posted a video on social media speaking to the people of Russia in their own language, saying: "I do not believe this war is in your name."

He said, in English, that the conflict is "a tragedy for Ukraine, and so too for Russia."

The UK, EU and other allies said they would bring in tough new sanctions to punish Moscow - the capital of Russia - but said they would not send in troops.

The UK sanctioned Russian President Vladimir Putin specifically on Friday, meaning that any assets such as property that he owns in the UK will be taken away from him.

Other places around the world, including Australia and the US, have joined the UK in mpersonally sanctioning Vladimir Putin.

Countries like Japan have brought in other sanctions, targeting trade and Russian banks.

What are sanctions?

A sanction is a penalty applied to a country by another when they are seen to be doing something wrong

They can also be set against companies, organisations or even individual people

They are imposed in an attempt to change a country's government's behaviour

They are one of the toughest measures a country can take, short of going to war

They are often financial, so about money - for example, a country may say they'll stop trading with another, which impacts how much money that country can make

Since Russia began its invasion of Ukraine on Thursday, the country has been trying to fend off attacks from three separate areas - the north, south and east of the country.

Ukrainian President Volodymyr Zelensky said that Russia's strikes had targeted military bases and areas where people live.

Russia have said it would not aim strikes at areas where normal people live.

Getty Images

Thousands of Russian people who don't agree with President Putin's decision to go to war have been protesting in cities across the country.

Hundreds of the demonstrators have been arrested by Russian police.

Many countries have also said they will lend aid - such as food and medical supplies, as well as military supplies to Ukrainian forces.

And cities across the world like Paris, Rome and London, have lit up famous landmarks and monuments in solidarity with Ukraine. They used the colours of the Ukrainian flag, which are blue and yellow.

# data[].attributes.attachment_link.title
Ukraine crisis: Citizens in Ukraine's capital Kyiv urged to stay at home - CBBC Newsround

# data[].attributes.attachment_link.description
Fighting has broken out on the streets of Ukraine's capital Kyiv as Russian forces enter the city. The Kyiv government has urged people to stay at home. Kyiv has been under fire since Friday morning with explosions heard throughout the day and into the early hours of Saturday morning.

# data[].attributes.headline
House of Commons Explainer - How many Ukrainians live in the UK?

# data[].attributes.subject
House of Commons Explainer - How many Ukrainians live in the UK?

# data[].attributes.attachment_link.readable_text
Our guide will give you confidence to discuss conflict with school aged children, using an impartial and neutral humanitarian approach

Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

Use this guidance for support before delivering our conflict and its consequences resources. The Afghanistan crisis in 2021 and Ukraine crisis in 2022 are two such events that have been played out in real time in news coverage that children and young people may want to talk about or need support for their own wellbeing.

How to talk to children and young people about conflict

It can be difficult to know how to approach these topics in an appropriate way for school aged children. This resource helps teachers and educators to explore impartial and neutral ways to teach their learners about global conflicts in a classroom or group setting. Using this guidance, you can create a safe space for children and young people to ask questions and discuss conflict, with a focus on protecting their wellbeing and offering a balanced view on complex situations.

Through our resources we aim to help learners become more aware of conflict and its human impacts as well as the vital work humanitarian organisations like the Red Cross do to help people in conflict. It provides information to help educators prepare for a conversation and introduce the topic to learners as well as ways to tackle difficult questions and possible bias. It also includes activities you can use to help children and young people explore International Humanitarian Law, the concept of neutrality and impartiality and tackling anxiety that may be caused by conflict. Use the factsheet provided to explore what International Humanitarian Law is and the rules people must follow in conflicts.

This resource is suitable for primary and secondary school aged students, 5 to 19.

Learning objectives
You will:

Reflect on your own biases and learn ways to manage them

Explore how to start establishing reliable information about conflict

Consider ways to acknowledging learner's feelings and how conflict impacts and is impacted by emotions and values

Consider humanitarian responses to conflict

Consider ways to create inclusive, impartial, and neutral spaces for discussion

Explore some suggested activities to run with learners to explore conflict and cope with its emotional impacts

Resource overview

This provides an overview of what to expect from the resource.

1. What does it mean to be impartial and neutral?

Explore the Red Cross Movement's understanding of these terms, why it's vital for our work and how it's relevant to learner led education.

2. How to prepare yourself: evaluating bias and reliable sources

Advice for teachers and parents on how to prepare for and approach the subject. Understand ways you can reflect on your own biases and emotions in relation to conflict, how to ensure your sharing the best information with learners so that you can more confidently teach this topic.

3. How to prepare what to say to learners: A humanitarian approach

Use these key steps to evaluating how to approach this topic with learners and consider how they are feeling emotionally about conflict that may be ongoing.

4. How to answer questions and comments from learners

Tips and advice on how to navigate difficult questions, possible biases and misconceptions, debate and disagreement that may arise and maintain a non-judgemental atmosphere for discussion.

5. Discussion activity: Principles and values

Encourage learners to explore three core Red Cross principles: neutrality, impartiality and humanity and how and why these are important in conflict situations.

6. Video activity: Breathing with colour

Use this video activity for primary school learners who may be feeling overwhelmed and anxious about an ongoing conflict.

7. Video activity: Circles of control

Use this video activity for secondary school learners who may be feeling overwhelmed and anxious about an ongoing conflict to focus on what they can do to help themselves and others.

8. How can your learners help?

Explore ways your learners could help people in conflict.

This resource was created in March 2022 by the British Red Cross.

# data[].attributes.attachment_link.title
How to talk to children about conflict | British Red Cross

# data[].attributes.attachment_link.description
Our guide will give you confidence to discuss conflict with school aged children, using an impartial and neutral humanitarian approach Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

# data[].attributes.attachment_link.readable_text
Russia says it wants to know Ukraine won't join NATO (the North Atlantic Treaty Organisation). NATO is an international organisation which guarantees the freedom of its member countries. Russian president, Vladimir Putin, thinks that if Ukraine joins, it will give the USA and its allies (supporters) too much power right next to their borders. Russia has also demanded NATO removes all troops from Bulgaria and Romania.

NATO members and others are against the build-up of troops and any invasion of Ukraine. They argue that Ukraine should be free to do what it wants and Russia shouldn't interfere. Western leaders say if Ukraine wants to join NATO, it should be free to do so. NATO has responded to what it calls "Russian aggression" by moving troops, fighter jets and ships to its eastern borders.
Are world leaders trying to resolve the crisis?
Yes. There are talks between Russia, the USA and other countries to try to stop any war. US President Joe Biden has held talks with Russian leader Vladimir Putin. It's thought that, if a Russian invasion of Ukraine does take place, NATO will not respond with direct military support. But Russia is likely to face economic punishments from other countries.
Where is Ukraine?
Ukraine sits between Russia and the central European countries of Romania, Slovakia and Poland. To the north is Belarus. From 1919 until 1991, Ukraine was part of the Soviet Union (also known as the Union of Soviet Socialist Republics - USSR). This was a giant country formed after the Russian Revolution began in 1917. In total, it was made up of 15 states. All of them became independent when the Soviet Union collapsed in 1991. These former Soviet states include Lithuania, Latvia, Estonia and Kazakhstan.

Russia was the biggest power inside the Soviet Union. Many Russians lived and worked in other Soviet countries. There are still large Russian communities in many of these countries, including Ukraine.
What was the Cold War?
The Soviet Union was very powerful. After the Second World War, another global conflict began, known as the Cold War. But this wasn't a normal war. The main countries involved didn't fight each other, but there was always tension because both sides feared the other would try to invade them or, worse, launch a nuclear war and wipe them out.

The Cold War saw the Soviet Union and many eastern European countries, like Poland and Hungary, pitted against NATO which included the USA, Canada, UK, and other western European countries, like France and West Germany. The Cold War ended in 1991, when the Soviet Union collapsed.
But isn't NATO still in existence?
Yes, very much so. Although it was set up at the start of the Cold War, NATO didn't break up when the conflict ended. In fact, it has expanded.

In 2004, former Soviet states Estonia, Latvia and Lithuania joined NATO. Russia was not happy about this. It meant that an organisation that it considered an enemy now had troops on its eastern border. The decision to allow former Soviet states to join NATO also upset Russia because, back in 1990 and 1991, many western leaders assured the Russians they would not look to expand NATO eastward.
What happened to Ukraine after the Cold War?
Since independence after the collapse of the Soviet Union, Ukraine has mostly been quite friendly towards Russia. But some Ukrainians want to be closer to the European Union and to join NATO. When an uprising in early 2014 forced the pro- Russian president of Ukraine to quit, it seemed the country might change direction and become very pro-Western. Putin acted fast, and sent in Russian soldiers to take control of Crimea. This region of southern Ukraine used to be part of Russia. It remains under Russian control today.

Russia also sent its troops to support pro-Russian rebel fighters in their war against Ukrainian government forces in the eastern part of Ukraine. This conflict, which began in 2014, is ongoing. There are many Russian speakers in eastern Ukraine who prefer to be close to Russia, not the West. But western leaders say that is no excuse for Russia to wade in and support a war.

# data[].attributes.attachment_link.title
First News Children's Newspaper - Ukraine Explainer

# data[].attributes.attachment_link.description
Russia says it wants to know Ukraine won't join NATO (the North Atlantic Treaty Organisation). NATO is an international organisation which guarantees the freedom of its member countries. Russian president, Vladimir Putin, thinks that if Ukraine joins, it will give the USA and its allies (supporters) too much power right next to their borders.

# data[].attributes.headline
Education Scotland - Teaching about conflict and war: Support for educators

# data[].attributes.subject
Education Scotland - Teaching about conflict and war: Support for educators

# data[].attributes.attachment_link.readable_text
Given the political sensitivities around this topic, the wide range of issues involved and the specialist knowledge required, the following links have been identified to support classroom teaching across a range of disciplines.

Although this resource is intended to be used to support learning and teaching around conflict and war in the broader sense, given the current situation in Ukraine many of these materials can be used to support practitioners now. We will work to update the resource with further materials in due course.

Background information on conflict and war

Conflict is an ever-present feature of our modern world. Many of our learners may have been affected by the various situations which regularly make the news headlines. These links focus on Ukraine. It is important to ensure that the information we provide to our learners is age appropriate and enables them to explore these complex issues and so support them towards reaching their own conclusions.

Ukraine Profile: a chronology of key events in the history of Ukraine (BBC Timeline). The World Factbook from the CIA provides basic information around a range of themes (history, geography, economics, politics etc.).

War in Ukraine: What's happening there? - CBBC Newsround. A continuously updated resource from the BBC, targeted at children and young people. Ukraine or the Ukraine: Why do some country names have 'the'? - explains the distinction between the common, and erroneous, "the Ukraine" and "Ukraine".

A Modern Studies approach to introducing the topic. What I did today when students asked about Ukraine. in TES Magazine.

Understanding the news

There has been an enormous amount of false news circulating on social media during the war. It is important that children and young people understand where to source news content and have the skills to evaluate its reliability.

The digital learning team at Education Scotland has developed a resource that supports practitioner understanding of the importance of Information Literacy: critical thinking online relating to web based content such as news.

You decide - A political literacy resource is a resource to help teachers with the teaching of controversial issues. There is information on techniques which can be used to help children and young people to improve their political literacy. Within You Decide, there is a resource which provides suggestions of how to help learners from first to third level to understand how fake news may affect them, see Fake News resource. All of these resources are also available in Gaelic.

The BBC has a wealth of relevant resources in this area, including:

The Times: The Kremlin always falls prey to pride and paranoia - opinion piece from historian Max Hastings on the context of the Ukrainian conflict. Could be useful for as part of learning on how journalism works, reading comprehension, and compared with other pieces that learners find themselves as part of their own research.

It may be useful for learners to consider some of the issues around the sharing and availability of information in past conflicts. How does the media and live reporting affect opinions? How does the emphasis on some conflicts rather than others in the media affect public opinion?

Resilience and wellbeing

Children and young people may experience a range of emotions as a result of the current situation. They could be worried and/or afraid as well as distressed by the news and what they may hear from others. Some children may be particularly vulnerable - for a variety of reasons, including those who may have family or other ties to those involved in the current situation. Supporting children and young people's mental health and wellbeing is therefore an important aspect for practitioners to be aware of and sensitive to.

The Compassionate Connected Communities Professional Learning Activity provides an overview of recognising and responding to trauma. The Compassionate and Connected Classroom raises awareness of the impact of adversity and trauma. This resource, for 3 rd and 4 th levels provides opportunities to talk about coping with difficult situations. The Journey: Adventures in Resilience

The BBC publishes a wide range of support materials for this context:

Supporting children and young people from Armed Forces families during conflict and war. The number of children and young people of Armed Forces families in Scottish schools is a sizeable group. Planning and supporting the mental health and wellbeing of this group of children and young people is a priority.

Webinar programme

Teaching about conflict and war. The aim of this webinar is to bring together practitioners to share information and discuss approaches to teaching and learning around this topic. Planning for this webinar is currently underway and updated information will be posted here.

# data[].attributes.attachment_link.title
Teaching about conflict and war: Support for educators

# data[].attributes.attachment_link.description
Given the political sensitivities around this topic, the wide range of issues involved and the specialist knowledge required, the following links have been identified to support classroom teaching across a range of disciplines.