The worst clashes since 2016 have raised the spectre of a new war between long-standing rivals Azerbaijan and Armenia, which have been locked for decades in a territorial dispute over the Armenia-backed breakaway region of Nagorny Karabakh.
Armenia and Azerbaijan have put themselves on a war footing after heavy clashes erupted over the disputed region of Nagorno-Karabakh. Amid the rising tensions, the international community has reacted to Sunday’s fighting between the two archenemies.
Iran, Turkey, Russia, France and others react to the major flare-up in violence over the disputed Nagorno-Karabakh region. Each country has been reacting in its own specific way. What are the similarities and differences?
1.1 What was Iran’s reaction to the new clashes between Armenia and Azerbaijan?
1.2 What was Turkey’s reaction to the new clashes between Armenia and Azerbaijan?
1.3 What was France’s reaction to the new clashes between Armenia and Azerbaijan?
1.4 What was Russia’s reaction to the new clashes between Armenia and Azerbaijan?
1.5 What was the reaction of the European Union to the new clashes between Armenia and Azerbaijan?
1.6 What was Germany’s reaction to the new clashes between Armenia and Azerbaijan?
1.7 What was the reaction of the Vatican City to the new clashes between Armenia and Azerbaijan?
2.1 Why, do you think, would Al Jazeera dedicate a whole article on how different countries in the world reacted to the clashes between Armenia and Azerbaijan?
2.2 Based on the reactions you have read in the article, which country/countries: a side in the conflict, take a neutral stance in the conflict, would like to take a leading role in peace talks?
2.3 Based on the reactions you have read in the article, which countries, do you think, hold economic ties with Armenia?
2.4 Based on the reactions you have read in the article, which countries, do you think, hold economic ties with Azerbaijan?
2.5 What do you see? Please summarize the video by mentioning its main principles.
2.6 Which of the fighting parties posted this video?
2.7 Name three reasons you can think of for this party to post this video on YouTube.
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.