Introduction All about EHL - International Committee of … Exploring Humanitarian Law EHL...

Exploring Humanitarian LawEDUCATION MODULES FOR YOUNG PEOPLEEHL

IntroductionAll about EHL

International Committee of the Red Cross19, avenue de la Paix1202 Geneva, SwitzerlandT +41 22 734 60 01 F +41 22 733 20 57E-mail: [email protected] www.ehl.icrc.org© ICRC, January 2009

3Exploring Humanitarian LawINTRODUCTION EHLEHL

Exploring Humanitarian LawIntroduction

Exploring Humanitarian LawINTRODUCTION EHL 4

Table of contents

About Exploring Humanitarian Law 5Young people and humanitarian law 5Learning goals 5Methodology 6 Strengthening academic and life skills 6

Content of EHL 6 Introductory exploration: Images and perceptions 7 Module 1: The humanitarian perspective 7 Module 2: Limits in armed conflict 7 Module 3: The law in action 7 Module 4: Dealing with violations 7 Module 5: Responding to the consequences of armed conflict 7 Closing Exploration: Where do we go from here? 7

EHL materials 8 The Modules 8 The Methodology Guide 8 The Glossary 8

Inserting EHL into the curriculum 8Using EHL in the classroom 9 Deciding what to teach 9 Selecting appropriate learning materials 9 Duration of lessons 10 Classroom resources 10

Using EHL outside the classroom 10Preparing to teach EHL 10The EHL Virtual Campus 10Course matrix 11Copyright information 23

5Exploring Humanitarian LawINTRODUCTION EHL

Introduction

Throughout the world, young people are increasingly affected by wars and other situations of violence – as victims, as armed actors or as bystanders. Beyond the impact that such events have on them today, young people are also tomorrow’s decision-makers, military leaders, combatants, humanitarian workers or civilian casualties. They have a stake in learning about the ethical and humanitarian issues that arise during wars and other situations of violence. These issues are relevant and meaningful for young people everywhere, and teachers play a critical role in helping their students explore them.

We have a choice today. We can either sit back, watch the devastation wrought by war and try to make our children look the other way; or we can choose to tell our children that what they see – or what they are themselves experiencing – is not acceptable, that this is not how it is supposed to be, and that they can behave differently, in ways inspired by deep-rooted respect for human dignity, both in peacetime and in the midst of armed conflict. – Jacques Forster, Vice-President, International Committee of the Red Cross

ABOUT EXPLORING HUMANITARIAN LAWExploring Humanitarian Law (EHL) is an education programme that introduces young people between 13 and 18 years of age to the basic rules and principles of international humanitarian law (IHL). The learning materials, which are based on both historical and contemporary situations, show how IHL aims to protect life and human dignity during armed conflict and to prevent and reduce the suffering and the devastation caused by war.

The teaching methods used in EHL require students to play an active role in the process of learning. This enables them to develop a practical ‘humanitarian’ perspective and to understand a subject as seemingly dry, and complex, as IHL.

EHL examines the devastation caused by war by making use of case studies and by building upon students’ own experiences and ways of thinking. The case studies describe the behaviour of actual people who are caught up in situations where humanitarian action is required. By studying these situations, students develop a new perspective and begin to understand the need for rules to protect life and human dignity during war.

The EHL education materials were developed by the International Committee of the Red Cross (ICRC) in association with Education Development Center, Inc. They can be used in school – within an academic subject or as extra-curricular activities – and in non-formal educational settings.

YOUNG PEOPLE AND HUMANITARIAN LAWEHL is based on the premise that learning about IHL is relevant, meaningful, and useful for young people in all societies. The subject is pertinent and timely everywhere – regardless of a particular country’s experience of armed conflict or other situations of violence – for a number of reasons:

• Armedconflictsorothersituationsofviolencearetakingplace in many parts of the world today, and growing numbers of young people are affected by them.

• Manysocietiesappeartobebecomingmoresusceptible to violence in various forms.

• Youngpeople,ingreaternumbersthanever,areexposedto media coverage of such violence as well as to forms of entertainment that play down the effects of violence.

• Intimesofacutesocialandpoliticaltension,suchas post-conflict situations or periods of social reconstruction, education programmes like EHL may have an indirect pacifying effect.

• StatespartytotheGenevaConventionsarerequired,both in peacetime and during war, to spread knowledge of IHL as widely as possible.

Developing an understanding of the humanitarian issues that arise in times of conflict is essential in the effort to prevent and limit violations of IHL, and of the ‘hard core’ of human rights, in the future.

LEARNING GOALSThe primary learning goal of EHL is to help young people embrace the principles of humanity in their daily lives. In particular, it fosters:

• understandingoftheneedtorespectlifeandhumandignity, especially in times of armed conflict;

• understandingofhumanitarianissuesandofthevarious aspects of IHL as well as the complexities of its application;

• interestincurrenteventsandthecapacitytoviewconflictsat home and abroad from a humanitarian perspective;

• involvementincommunityserviceorotheractivitiesthat serve the most vulnerable members of society.


Introduction

EHL contributes to developing social awareness in young people and sharpens their sense of civic responsibility. The teaching materials emphasize the importance of protecting life and human dignity during armed conflict and, by extension, at all times. The programme makes a distinctive contribution to citizenship education.

METHODOLOGYAsitstitle,ExploringHumanitarianLaw,suggests,‘exploring’ is the main pedagogical approach used in the programme. Students, guided by their teacher, define their thoughts and reach answers together. The word exploration implies unfamiliar territory and a search for new or better ways. Students may take different paths and reach different conclusions. Sometimes there is no single right answer; sometimes it takes the diversity of opinion within a group to develop solutions.

Helping students explore humanitarian law may require a new approach from teachers. Teachers are exploring perceptions, attitudes and new content along with their students. This is a new experience for many teachers, who are trained to be experts in a particular area. In EHL, the teacher’s role is to mentor students as they explore the subject; he or she is not required to have all the answers.

NOTE For more information on the methodology used in the EHL programme, consult the Methodology Guide.

Strengthening academic and life skillsEHL teaches and strengthens many important academic skills. Students improve their communication skills by listening, reading and writing, and in discussions, debates and group work. They sharpen their analytical and research skills by identifying consequences, solving problems and analysing dilemmas. EHL uses a variety of teaching methods proven to promote critical thinking: requiring students to justify their ideas, probing for reasoning strategies, confronting students with alternatives and with thought-provoking queries and asking open-ended questions.

The programme helps students develop the ability to make sound choices that can prevent violence and high-riskbehaviour.AlthoughEHLisnotintrinsicallyalife-skills programme, it does strengthen these skills as a natural consequence of the subjects taught and of the way learning takes place.

CONTENT OF EHLEHL is a sequential course consisting of 22 explorations – the equivalent of 36 classroom sessions of 45 minutes each. Students are introduced to the humanitarian perspective, before examining specific IHL provisions. The explorations have been carefully designed to engage students’ minds as well as their emotions.

NOTE YoudonotneedtobeanexpertinIHLtoteachEHL effectively. The teacher resources included in the various explorations provide background information on many of the topics covered in EHL. The IHL Guide provides additional IHL content in a straightforward question and answer format.


Introduction

INTRODUCTORY EXPLORATION: IMAGES AND PERCEPTIONS In the introductory exploration, students discuss their initial responses to a number of questions related to armed conflict; they will tackle these questions throughout the programme. In particular, they explore the guiding question: What is human dignity?

MODULE 1: THE HUMANITARIAN PERSPECTIVEExploration 1A: What can bystanders do? Exploration 1B: Looking at humanitarian acts Exploration 1C: A bystander’s dilemma In Module 1 students learn to look at the world from a particular perspective. They examine humanitarian acts performed by ordinary people and learn about the role that bystanders can play in shaping events. They study the risks, obstacles and dilemmas that bystanders may face when trying to protect someone’s life or dignity. The first module enables students to understand that they too, as bystanders, can have an impact on events.

MODULE 2: LIMITS IN ARMED CONFLICT Exploration 2A: Limiting the devastation of war Exploration 2B: Codes and traditions over time Exploration 2C: Focus on child soldiers Exploration 2D: Focus on weapons Exploration 2E: Widespread availability of weaponsIn Module 2 students discuss whether rules are needed to regulate armed conflict and, if they are, what form theyshouldtake.Asaresultofwhattheyhavelearnedin the preceding explorations, most students realize that such a need exists and suggest rules for protecting life and human dignity in times of war. They then study the basic rules of IHL and compare them with their own suggestions. This raises a question: Why do people, all too often, violate the rules of IHL in times of war?

MODULE 3: THE LAW IN ACTION Exploration 3A: Identifying violations of IHL Exploration 3B: From the perspective of combatantsExploration 3C: Who is responsible for

respecting IHL?Exploration 3D: A case study: My Lai – What went

wrong? What went right? Module 3 provides an answer to this by considering the dilemmas combatants might face in real-life situations and the difficulties they might have in respecting the

law. Students discuss the answers to questions they usually raise early in the programme: What can be done to ensure greater respect for IHL, and who is responsible for ensuring that IHL is respected? Then they ask whether dealing with violations of IHL is important, and if it is, how to go about it.

MODULE 4: DEALING WITH VIOLATIONS Exploration 4A: Rationales and options for dealing

with IHL violationsExploration 4B: Judicial optionsExploration 4C: Non-judicial optionsModule 4 addresses these questions and draws attention to the growing efforts to ensure that there are ways to deal with IHL violations. This is an important step in the learning process as students are likely to question the value of IHL if violations of its rules are not dealt with. Students are also likely to be interested in the issue of coping with the consequences of armed conflict.

MODULE 5: RESPONDING TO THE CONSEQUENCES OF ARMED CONFLICTExploration 5A: Needs that arise from the

devastation of warExploration 5B: Planning a camp for people

displaced by warExploration 5C: Focus on protecting prisonersExploration 5D: Focus on restoring family linksExploration 5E: Ethics of humanitarian actionIn Module 5 students study the devastation caused by war, the efforts needed to respond to it and the dilemmas humanitarian organizations might face while doing so. Then they reflect on the following questions: What can they do to promote human dignity? What can they do to make a difference?

CLOSING EXPLORATION: WHERE DO WE GO FROM HERE?The closing exploration invites students to take action by developing small projects of their own.

NOTE The Course Matrix at the end of this brochure gives an overview of each module by setting out the skills practised, the guiding questions, and the concepts, explorations, objectives and key ideas.


Introduction

EHL MATERIALSThe EHL resource pack for teachers contains all the materials for teaching the programme: all the Modules in separate brochures, the Methodology Guide, and the Glossary.

The ModulesEHL is divided into five modules, framed by an introductory exploration and a closing exploration. Every module:

• isorganizedaroundacentraltheme;• containsthreeormoreexplorations;• raiseskeyguidingquestions;and• outlinestheskillsandconceptsthatstudentswilllearn.

The modules contain detailed lesson plans for each exploration. These lesson plans are divided into steps with durations suggested for each; they also contain objectives, student and teacher resources and tips for preparing the lesson. Sidebars containing pertinent quotations or notes that can enhance the exploration are included in the margins of the lesson plans.

• Extension activities are assignments for students that you may select, depending on your students’ interests, their age and the time available. They address students directly.

•

Teacher resources are reference materials. They are not required reading, but will help

you to become more familiar with some of the topics covered in EHL.

•

Student resources consist of a range of materials related to the various exercises.

They include stories, photos, data and background information, photo collages, case studies, video transcripts and worksheets. Student resources have a distinctive horizontal orientation, which allows for easier reading and visualizing.

• Media pages contain suggestions for student assignments. They appear at the end of each module.

• Assessment sections at the end of each module suggest ways to evaluate student learning.

• Web resources at the end of each module contain links to useful online resources for both teachers and students.

The Methodology GuideThe Methodology Guide is a manual to assist teachers in their preparation for teaching EHL; it emphasizes the teacher’s role in EHL. It sets out a range of teaching methods, with workshops to help teachers to familiarize themselves with these methods and with the classroom activities used.

The GlossaryThe Glossary provides a set of definitions of IHL-related terms and of various other terms used in EHL.

INSERTING EHL INTO THE CURRICULUMOne of the most difficult aspects of implementing EHL is finding a stable place for it in the secondary school (or upper primary, ages 13 to 15) curriculum. In many countries, the secondary school curriculum is already quite full.

While it is theoretically possible to integrate EHL across the curriculum, most ministries of education would find it impracticable: it is a complex and expensive process that would necessitate the training of large number of teachers. In countries where teachers are comparatively free to choose what to teach, the potential for including EHL in the curriculum is correspondingly great.

The broad range of historical and contemporary examples of armed conflict used in the programme and the fundamental ethical questions it raises naturally link EHL to academic subjects such as history, social studies, sociology, geography, civics, philosophy and law. There are also links with newer subjects such as citizenship education, human rights education and peace education, which may be offered across the curriculum. Finally, literature or language arts courses may also be suited to the discussion-based approach and active pedagogies on which EHL is based.

To facilitate the integration of EHL in the curriculum, it is important to tie the content of the programme to national objectives and existing practice. Countries define academic subjects in a number of different ways, for example, in terms of learning goals, performance standards, syllabus requirements, and general themes. In some countries, the period of change and innovation associated with the introduction of new subjects may provide an opening for inserting EHL into the curriculum.


Introduction

The short pathway consists of nine explorations (14 classroom sessions):

Introductory exploration

Exploration 1A: What can bystanders do?

Exploration 1B: Looking at humanitarian acts

Exploration 1C: A bystander’s dilemma

Exploration 2A: Limiting the devastation of war

Exploration 2C: Focus on child soldiers

Exploration 3A: Identifying violations of IHL

Exploration 4A: Rationales and options for dealing with IHL violations

Exploration 5A: Needs that arise from the devastation of war

Youcanfindyourwaythoughtheshortpathwayofexplorations by looking for this icon:

Selecting appropriate learning materialsAvarietyofmaterialshasbeenprovidedandteachersmay select those most appropriate for their classes. Astheywillbeawareofpotentiallysensitiveissuesand wish to respect the personal boundaries of their students, teachers may choose to avoid particular case studies for cultural, religious or other reasons. Some materials may be better suited to more mature students.

Teachers may choose to use examples from local history to provide a sense of nearness for their students. Before introducing examples of your own, it may be helpful to first work with the original materials to understand how they contribute to the learning goals that have been set out. Once you are familiar with the original materials, you will be in a better position to choose appropriate substitutes. When adapting materials it is important that you avoid focusing on the perpetrators of violations and that you ensure that the changes or additions that you make reflect the spirit of IHL and of humanitarian values.

NOTE For more information on adapting the programme materials to your needs, consult the Methodology Guide.

EHL can be offered in a shortened form and adapted to the needs of a particular school system or group of students. It is important that ministries of education consider the teacher-training implications of any choice they make in this regard: to that end, it is recommended that, where possible, EHL be included within one academic subject.

USING EHL IN THE CLASSROOMAseachexplorationisdesignedtofitwithin45-minuteclass sessions, EHL modules and explorations can be used as independent units in the subjects mentioned above.

Deciding what to teachYouwillneedtodecidetheextenttowhichyouaregoing to make use of EHL in your class. If you cannot teach the entire programme, choose the explorations you want to teach. Base your decision on the time available, the requirements of your curriculum and the needs and interests of your students. The flexibility of EHL allows you to make choices that fit students’ learning objectives and the time constraints.

Ashortpathwayofexplorationshasbeendesignedfor those teachers who are not in a position to teach the entire EHL course. It follows the sequence of EHL instruction and includes the core skills and concepts, enabling students to gain a true understanding of IHL and all the complexities of its application.

NOTE For more information on the short pathway, consult the Methodology Guide.


Introduction

To use the EHL materials effectively, teachers should understand the humanitarian perspective that underlies IHL, the complexities of maintaining this perspective during armed conflict and the rules of IHL themselves. Teachers may also need to widen their teaching approach to include more interactive methods.

AspeciallydesignedsetoftenEHLteacher-trainingworkshops introduces teachers to the concepts and methods used in the programme, and to its exploratory perspective. These workshops give teachers an opportunity to discuss issues, practise new teaching and assessment skills, adapt lesson plans to specific classroom situations and work with other teachers.

Like most students, teachers learn by doing; the activities they explore during these workshops tend to be the ones they will use in class. The teacher-training programme enables teachers to engage one another in discussions, role-playing exercises and dilemma analyses.

If you cannot participate in a face-to-face teacher-training workshop, then you can follow the teacher-training online, at the EHL Virtual Campus (see below). Alltenworkshopsareavailableonline.Ifyouchoosethis option, it is best to do the workshops with other teachers. If you do not have access to the Internet, you can also work through the teacher-training workshops in the Methodology Guide.

THE EHL VIRTUAL CAMPUSThe EHL Virtual Campus is a web-based resource centre and online community for the EHL programme, which connects you with teachers from around the world. The website’s function is to help teachers as they introduce thebasicprinciplesofIHLtoyoungpeople.Awiderange of teaching resources is available: all the modules and explorations (12 of them are given expanded treatment in the form of ‘e-explorations’), workshops, trainingvideosandanonlinediscussionforum.AllEHL materials can be downloaded from the EHL Virtual Campus website at www.ehl.icrc.org

Some teachers may wish to avoid using controversial examples taken from local history as they might evoke extremely strong reactions that obscure the IHL content or disrupt the learning process. It is important that students be able to look at issues objectively. Experience has shown that students will often spontaneously refer to examples closer to home once they have examined examples taken from far-away contexts.

Duration of lessonsAsyoufamiliarizeyourselfwiththematerialsandbegin to structure your own EHL course, bear in mind that the time indications given for each step are only suggestions. Some class discussions or activities may exceed the allotted time, while others might take less time than suggested. If a discussion or activity takes longer than planned, you will have to decide whether tostopitortoletitgoon.Assigningsomeactivitiesforhomework is one way of saving class time.

Classroom resourcesThe EHL materials can be used effectively with only a minimum of classroom resources. Photocopies of the student resources included in the EHL resource pack for teachers and a board where you can record notes are virtually all you need to make the content of EHL accessible to your students. If it is not possible to watch the student videos, the video transcripts and photos that are provided will serve as adequate substitutes.

USING EHL OUTSIDE THE CLASSROOMYoucanalsoteachEHLoutsidetheclassroom,asanafter-school programme, perhaps in conjunction with a history or current events discussion group, or with a debating club or community group. In addition, the EHL materials can be used in out-of-school settings such as summer camps, youth development programmes and scouting or summer recreation programmes.

PREPARING TO TEACH EHLThe most effective preparation for teaching EHL is to participate in face-to-face teacher-training workshops. Once a country has adopted EHL, the education authorities are likely to organize such workshops, often in cooperation with National Red Cross or Red Crescent Societies.


Course matrixEH

L co

ncep

ts

•basicnee

ds

•bystand

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•cha

insofcon

sequ

ences

•civilian

/com

batantdistin

ction

•com

mun

itystren

gthsand

resources

•con

sequ

ences*

•dilemmas*

•enforcemen

t

•hum

andignity*

•hum

anita

rianact

•illega

lorder

•impa

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•implem

entatio

n

•ind

epen

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•ind

iscrim

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nsand

weapo

nscau

sing

un

nece

ssar

y su

fferin

g

•lim

itsin

arm

edcon

flict

•multip

leperspectiv

es*

•nee

dsofchildren

•neu

trality

•non

-com

batants(civilian

s,comba

tantswho

are

hors

de

com

bat)

•non

-materialn

eeds

•obstaclesto

hum

anita

rianbe

haviou

r*

•projectgoa

l

•protection

•refug

eesan

dothe

rdisplaced

persons

•relationshipbe

twee

nhu

man

itaria

nlawand

hu

man

righ

ts la

w

•rippleeff

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•socialp

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•targe

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•violatio

nofIH

L

•warcrim

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•you

thm

obilizatio

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Skill

s pra

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•assessing

nee

ds

•assessing

projects

•brainstorming

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•disag

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respectfully

•discussion

•estim

atingeff

ort

•estim

atingscop

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•ide

ntifyingconseq

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•ide

ntifyingprob

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•ide

ntifyingsolutio

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•kee

ping

records

•leg

alre

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•listening

•perspectiv

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•plann

ingactio

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•problem

ana

lysis

•role-playing

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lysis

•story-tellin

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•sup

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inionswith

reason

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•tracing

con

sequ

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•working

ingroup

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*inallm

odules


Course matrixM

odul

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Co

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Expl

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O

bjec

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INTR

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EX

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Wha

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the

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Wha

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Lim

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Hum

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Imag

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The

Mod

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Course matrixM

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Co

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Expl

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O

bjec

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MO

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Th

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Mod

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Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 2

Li

mit

s in

arm

ed

confl

ict

Wha

t lim

its a

re

need

ed in

war

and

w

hy?

Whe

re d

o th

ese

limits

com

e fr

om?

How

do

law

s to

lim

it w

ar d

evel

op?

Lim

its in

arm

ed

confl

ict

Non

-com

bata

nts

(civ

ilian

s, co

mba

tant

s w

ho a

re h

ors d

e co

mba

t)

Rela

tions

hip

betw

een

hum

anita

rian

la

w a

nd h

uman

rig

hts

law

Prot

ectio

n

Nee

ds o

f chi

ldre

n

Indi

scrim

inat

e w

eapo

ns a

nd

wea

pons

cau

sing

un

nece

ssar

y su

fferin

g

Ripp

le e

ffect

2A: L

imit

ing

the

deva

stat

ion

of

war

•toun

derstand

som

eofth

ere

ason

s w

hy ru

les

are

need

ed in

ar

med

con

flict

•toun

derstand

how

IHLan

dhu

man

righ

ts la

w c

ompl

emen

t ea

ch o

ther

•tolearnandun

derstand

someof

the

basic

rule

s of I

HL

•IHLaimstoprotectth

elives

and

hum

an d

igni

ty o

f peo

ple

affec

ted

by a

rmed

con

flict

and

to

lim

it th

e su

fferin

g ca

used

by

war

. It i

s a

set o

f int

erna

tiona

l ru

les

that

rest

ricts

the

mea

ns

and

met

hods

of w

arfa

re a

nd

prot

ects

thos

e w

ho a

re n

ot o

r ar

e no

long

er fi

ghtin

g.

•Hum

anrigh

tslawalso

aim

sto

prot

ect l

ife a

nd h

uman

dig

nity

. W

hile

IHL

is sp

ecifi

cally

des

igne

d fo

r arm

ed co

nflic

ts, it

doe

s not

re

plac

e hu

man

righ

ts la

w, w

hich

ap

plie

s at a

ll tim

es; t

he tw

o bo

dies

of l

aw a

re co

mpl

emen

tary

.

2B: C

odes

and

tr

adit

ions

ove

r ti

me

•tobe

comeaw

arethat,inman

ypl

aces

and

dur

ing

man

y pe

riods

, pe

ople

hav

e cr

eate

d co

des a

nd

appl

ied

trad

ition

s to

limit

the

deva

stat

ion

caus

ed b

y w

ar

•tolearnofso

mewrittenan

dun

writ

ten

exam

ples

of h

isto

rical

pr

ohib

ition

s and

requ

irem

ents

•toshow

therelatio

nshipbe

tween

the

real

ities

of w

ar a

nd th

e ev

olut

ion

of h

uman

itaria

n no

rms

•Peo

ple’seff

ortsto

limitthe

brut

ality

of w

ar a

re u

nive

rsal

.

•Historycontainsnum

erou

sex

ampl

es o

f rul

es th

at a

im to

re

stra

in th

e us

e of

vio

lenc

e in

or

der t

o re

duce

unn

eces

sary

su

fferin

g an

d de

stru

ctio

n.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 2

Li

mit

s in

ar

med

con

flict

(c

ontin

ued)

2C: F

ocus

on

child

sol

dier

s •tobe

comeaw

areofth

escop

eof

the

prac

tices

of r

ecru

iting

an

d us

ing

boys

and

girl

s in

w

ar a

nd th

e co

nseq

uenc

es o

f th

ese

prac

tices

•toun

derstand

thene

edfora

min

imum

age

for t

he re

crui

tmen

t an

d us

e of

chi

ldre

n in

war

•tolearnthatbothIHLan

dhu

man

righ

ts la

w p

rohi

bit t

he

recr

uitm

ent a

nd u

se o

f chi

ldre

n un

der 1

5 in

arm

ed c

onfli

ct

and

that

man

y co

untr

ies h

ave

form

ally

acc

epte

d a

new

law

that

ra

ises t

his a

ge li

mit

to 1

8 ye

ars

•Childrenmustb

eprotectedin

arm

ed c

onfli

cts.

•One

form

ofp

rotectionisse

tting

and

resp

ectin

g a

min

imum

ag

e fo

r rec

ruiti

ng c

hild

ren

into

ar

med

forc

es o

r gr

oups

or u

sing

th

em in

arm

ed c

onfli

ct.

•Und

erIH

Lan

dhu

man

righ

tslaw,

a pe

rson

und

er th

e ag

e of

15

may

not

be

recr

uite

d by

arm

ed

forc

es o

r gro

ups o

r use

d fo

r any

pu

rpos

e in

arm

ed c

onfli

ct.

•Am

orerecentlawra

isesth

is

min

imum

age

to 1

8 ye

ars.

2D: F

ocus

on

wea

pons

•toexplorewha

tind

iscrim

inate

wea

pons

and

wea

pons

cau

sing

un

nece

ssar

y su

fferin

g ar

e an

d to

stu

dy s

ome

exam

ples

•toun

derstand

why

there

are

rest

rictio

ns o

n th

e us

e of

ce

rtai

n w

eapo

ns in

war

•tolook

atsom

especificIHL

rule

s on

wea

pons

•toseeho

wpub

licopinion

may

cont

ribut

e to

dev

elop

ing

IHL

•IHLrestrictsth

euseofso

me

wea

pons

in w

ar b

ecau

se th

ey a

re

indi

scrim

inat

e or

bec

ause

they

ca

use

unne

cess

ary

suffe

ring.

•Anti-p

ersonn

elminesand

ex

plos

ive

rem

nant

s of w

ar a

re

impo

rtan

t hum

anita

rian

conc

erns

be

caus

e th

ey k

eep

killi

ng lo

ng

afte

r war

s hav

e en

ded.

•Mob

ilizatio

nofpop

ular

opin

ion

may

con

trib

ute

to th

e de

velo

pmen

t of i

nter

natio

nal l

aw.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 2

Li

mit

s in

ar

med

con

flict

(c

ontin

ued)

2E: W

ides

prea

d av

aila

bilit

y of

w

eapo

ns

•torecogn

izethatone

ofthe

m

ajor

thre

ats t

o ci

vilia

ns in

arm

ed

confl

icts

toda

y co

mes

from

smal

l ar

ms a

nd li

ght w

eapo

ns

•toconsiderhow

theeasyaccess

to w

eapo

ns a

nd a

mm

uniti

on b

y a

varie

ty o

f gro

ups m

akes

it m

ore

diffi

cult

to e

nsur

e re

spec

t for

IHL

•toun

derstand

that

gove

rnm

ents

hav

e a

resp

onsi

bilit

y to

con

trol

the

avai

labi

lity

of w

eapo

ns

•toconsiderid

easfora

ction

at th

e lo

cal,

natio

nal a

nd

inte

rnat

iona

l lev

els

for r

educ

ing

unco

ntro

lled

avai

labi

lity

and

mis

use

of w

eapo

ns

•Thewidespreadavailabilityand

misu

se o

f sm

all a

rms p

ose

a th

reat

to

civi

lians

and

mak

e it

mor

e di

fficu

lt to

ens

ure

resp

ect f

or IH

L.

•Aco

mprehensiv

eapproachis

need

ed to

add

ress

the

prob

lem

. Th

is in

clud

es m

easu

res t

o re

stric

t th

e av

aila

bilit

y of

wea

pons

, to

decr

ease

thei

r misu

se a

nd to

re

duce

the

vuln

erab

ility

of v

ictim

s.

MO

DU

LE 3

Th

e la

w in

act

ion

Whi

ch ru

les

are

mos

t oft

en

viol

ated

and

why

?

Wha

t dile

mm

as d

o co

mba

tant

s fa

ce?

Who

is re

spon

sibl

e fo

r res

pect

ing

IHL?

Viol

atio

n of

IHL

Civilian/

com

bata

nt

dist

inct

ion

Chai

ns o

f co

nseq

uenc

es

3A: I

dent

ifyin

g vi

olat

ions

of I

HL

•tobe

abletoid

entify

vi

olat

ions

of I

HL

•torecogn

izeexam

plesofthe

w

ay in

whi

ch o

ne v

iola

tion

lead

s to

ano

ther

•Violatio

nsofIHLoftenseto

ffa

chai

n re

actio

n, le

adin

g to

fu

rthe

r vio

latio

ns.

•Peoplegivevariousreason

sforthe

viol

atio

ns o

f IH

L th

at ta

ke p

lace

.

•The

reareseveralwaysto

prev

ent v

iola

tions

of I

HL

and

to

limit

thei

r con

sequ

ence

s.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 3

Th

e la

w in

act

ion

(con

tinue

d)

3B: F

rom

the

pers

pect

ive

of

com

bata

nts

•tobe

abletore

cogn

ize

dile

mm

as th

at m

ay a

rise

in

com

bat s

ituat

ions

•toun

derstand

thedifficulties

in re

spec

ting

IHL

whe

n th

e di

ffere

nce

betw

een

com

bata

nts

and

civi

lians

is u

ncle

ar

•FollowingtherulesofIH

Lin

situ

atio

ns o

f arm

ed c

onfli

ct

som

etim

es c

reat

es d

ilem

mas

.

•Dilemmasmayresultfro

m

the

diffi

culty

of d

istin

guish

ing

betw

een

com

bata

nts a

nd ci

vilia

ns.

•Som

etim

espeo

pleblurth

edi

stin

ctio

n in

tent

iona

lly,

and

som

etim

es it

is b

lurr

ed

whe

n fig

htin

g ta

kes

plac

e in

re

side

ntia

l are

as.

•Ifthe

reisany

dou

btabo

utth

eci

vilia

n st

atus

of a

per

son

or a

n ob

ject

, tha

t per

son

or o

bjec

t sh

all b

e co

nsid

ered

a c

ivili

an.

3C: W

ho is

re

spon

sibl

e fo

r re

spec

ting

IHL?

•toun

derstand

who

is

resp

onsi

ble

for m

akin

g su

re th

at

the

rule

s of I

HL

are

resp

ecte

d

•toiden

tifyho

wth

is

resp

onsi

bilit

y is

fulfi

lled

•ForIH

Ltoberespected,

man

y pe

ople

hav

e di

ffere

nt

resp

onsib

ilitie

s to

fulfi

l; alth

ough

a

singl

e pe

rson

can

vio

late

IH

L, it

take

s the

com

bine

d eff

orts

of g

over

nmen

t offi

cial

s, co

mm

andi

ng o

ffice

rs a

nd

indi

vidu

al so

ldie

rs to

ens

ure

that

IH

L is

resp

ecte

d.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 3

Th

e la

w in

act

ion

(con

tinue

d)

3D: A

cas

e st

udy:

M

y La

i - W

hat

wen

t wro

ng?

Wha

t wen

t rig

ht?

•tolearnab

outsom

eofth

efa

ctor

s tha

t cou

ld le

ad to

serio

us

viol

atio

ns o

f IH

L

•toiden

tifyarang

eofdilemmas

sold

iers

may

face

in m

akin

g th

e ‘ri

ght’

choi

ce o

n th

e ba

ttle

field

•torecogn

izethediffe

ring

resp

onsi

bilit

ies

of c

omm

andi

ng

office

rs a

nd o

rdin

ary

sold

iers

fo

r vio

latio

ns o

f IH

L

•Distingu

ishingbe

tween

civi

lians

and

mili

tary

targ

ets i

s fu

ndam

enta

l in im

plem

entin

g IH

L.

•Com

man

dersm

ustn

otgive,

and

ordi

nary

sol

dier

s m

ust n

ot

obey

, unl

awfu

l ord

ers.

•Respe

ctingan

den

surin

gre

spec

t for

IHL

is th

e ob

ligat

ion

of a

ll th

ose

invo

lved

in fi

ghtin

g.

MO

DU

LE 4

D

ealin

g w

ith

viol

atio

ns

Why

is d

ealin

g w

ith v

iola

tions

im

port

ant?

In w

hat w

ays

can

viol

atio

ns b

e ad

dres

sed?

Impl

emen

tatio

n

Enfo

rcem

ent

Civilian/

com

bata

nt

dist

ictio

n

Soci

al p

ress

ure

War

crim

e

4A: R

atio

nale

s an

d op

tion

s fo

r de

alin

g w

ith

IHL

viol

atio

ns

•toun

derstand

how

dealin

g–or

not d

ealin

g –

with

IHL

viol

atio

ns

can

affec

t the

wel

l-bei

ng o

f a

soci

ety

afte

r arm

ed c

onfli

ct

•torecogn

izethatth

erearea

num

ber o

f way

s of

dea

ling

with

IH

L vi

olat

ions

•Peo

plewho

com

mitgrave

brea

ches

of I

HL

mus

t be

trie

d an

d pu

nish

ed.

•The

respon

sibilityfore

nforcing

IH

L lie

s pr

imar

ily w

ith

gove

rnm

ents

, but

oth

ers

can

play

a s

igni

fican

t rol

e as

wel

l.

•Brin

ging

perpe

tratorstotrialis

not t

he o

nly

way

to d

eal w

ith

viol

atio

ns o

f IH

L.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 4

D

ealin

g w

ith

viol

atio

ns

(con

tinue

d)

4B: J

udic

ial

opti

ons

•torecogn

izethatStates

mus

t brin

g to

tria

l tho

se w

ho

com

mit

grav

e br

each

es o

f IH

L,

rega

rdle

ss o

f the

nat

iona

lity

of

the

perp

etra

tor o

r the

vic

tim o

r w

here

the

crim

e to

ok p

lace

•toacqu

ireanun

derstand

ing

of th

e di

ffere

nt ju

dici

al w

ays o

f de

alin

g w

ith w

ar c

rimes

(nat

iona

l, in

tern

atio

nal, ‘

hybr

id’ c

ourt

s)

•torealize

thatth

esejudicial

appr

oach

es co

mpl

emen

t eac

h ot

her a

nd th

at a

ll con

trib

ute

to th

e in

tern

atio

nal c

omm

unity

’s eff

orts

to

brin

g w

ar cr

imin

als t

o ju

stic

e

•Statesmustb

ringtotrialand

pu

nish

thos

e w

ho c

omm

it gr

ave

brea

ches

of I

HL,

re

gard

less

of t

he n

atio

nalit

y of

th

e pe

rpet

rato

r or t

he v

ictim

or

whe

re th

e cr

ime

took

pla

ce.

•Effo

rtsh

avebeenmadeatdifferent

times

and

at v

ario

us le

vels

to tr

y an

d to

pun

ish w

ar cr

imin

als.

•Whilejudicialwayso

fdealing

with

IHL

viol

atio

ns m

ay d

iffer

, th

ey c

ompl

emen

t eac

h ot

her a

nd

cont

ribut

e to

the

com

mon

effo

rt

of th

e in

tern

atio

nal c

omm

unity

to

brin

g w

ar c

rimin

als t

o co

urt.

4C: N

on-ju

dici

al

opti

ons

•toun

derstand

certainno

n-judicial

appr

oach

es th

at S

tate

s hav

e ch

osen

to d

eal w

ith IH

L vi

olat

ions

•toconsiderth

eman

ype

rspe

ctiv

es in

volv

ed -

of

vict

ims

and

perp

etra

tors

and

of

the

wid

er s

ocie

ty -

in e

ffort

s to

bui

ld a

pea

cefu

l fut

ure

in th

e af

term

ath

of IH

L vi

olat

ions

and

hu

man

righ

ts a

buse

s

•toun

derstand

som

eofth

ead

vant

ages

and

lim

itatio

ns o

f no

n-ju

dici

al a

ppro

ache

s

•The

rearevariousnon

-judicial

way

s to

dea

l with

IHL

viol

atio

ns

that

may

be

used

in a

dditi

on to

br

ingi

ng a

llege

d w

ar c

rimin

als

to tr

ial.

•Man

ydiffe

rentperspectiv

es

mus

t be

cons

ider

ed to

hel

p so

ciet

ies

mov

e be

yond

the

atro

citie

s in

thei

r pas

t.

•Truthco

mmissionsareuseful

inst

rum

ents

for u

ncov

erin

g th

e tru

th a

nd fo

r pro

vidi

ng g

uida

nce

on w

ays t

o de

al w

ith IH

L vi

olat

ions

.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 5

Re

spon

ding

to

the

cons

eque

nces

of

arm

ed c

onfli

ct

Wha

t are

the

cons

eque

nces

of

war

?

Wha

t effo

rt

is n

eede

d to

re

spon

d to

them

?

Wha

t dile

mm

as

may

hum

anita

rian

orga

niza

tions

face

?

Basi

c ne

eds

Non

-mat

eria

l ne

eds

Refu

gees

and

ot

her d

ispl

aced

pe

rson

s

Impa

rtia

lity

Neu

tral

ity

Inde

pend

ence

5A: N

eeds

that

ar

ise

from

the

deva

stat

ion

of w

ar

•toun

derstand

how

wardisrupts

the

ordi

nary

sup

port

s of

life

•tobe

awareofth

escop

eof

hum

anita

rian

actio

n ne

eded

to

prev

ent a

nd re

duce

the

suffe

ring

caus

ed b

y ar

med

con

flict

•Arm

edcon

flictdestroy

sre

sour

ces

and

disr

upts

the

ordi

nary

sup

port

s of

life

.

•Theprim

aryrespon

sibilityfor

rest

orin

g th

e or

dina

ry su

ppor

ts

of lif

e lie

s with

gov

ernm

ents

, bu

t hum

anita

rian

orga

niza

tions

, w

orki

ng to

geth

er, a

ssist

in t

his t

ask.

5B: P

lann

ing

a ca

mp

for p

eopl

e di

spla

ced

by w

ar

•tothinkab

outthe

ci

rcum

stan

ces

in w

hich

peo

ple

forc

ed to

leav

e th

eir h

omes

m

ight

find

them

selv

es

•tolearnab

outsom

eofth

eas

pect

s of

ass

ista

nce

and

prot

ectio

n th

at p

eopl

e ne

ed

whe

n ar

med

con

flict

forc

es

them

to fl

ee fr

om th

eir h

omes

•tobe

awareofth

escaleofth

eeff

ort r

equi

red

to m

eet h

uman

ne

eds a

risin

g fro

m d

ispl

acem

ent

caus

ed b

y ar

med

con

flict

•Respo

ndingtoth

ene

edsof

peop

le u

proo

ted

as a

resu

lt of

ar

med

con

flict

requ

ires

a gr

eat

deal

of p

lann

ing

and

effor

t and

am

ple

reso

urce

s.

•Inad

ditio

ntoim

med

iate

biol

ogic

al n

eeds

, the

soci

al,

psyc

holo

gica

l and

spiri

tual

ne

eds o

f dis

plac

ed p

erso

ns m

ust

also

be

addr

esse

d to

ena

ble

them

to re

gain

thei

r hum

an

dign

ity a

nd in

depe

nden

ce a

s qu

ickl

y as

pos

sibl

e.

•Assistanceshou

ldbeprov

ided

in

a m

anne

r tha

t aim

s to

min

imis

e an

y un

inte

nded

ha

rm it

may

cau

se.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 5

Re

spon

ding

to

the

cons

eque

nces

of

arm

ed c

onfli

ct

(con

tinue

d)

5C: F

ocus

on

prot

ecti

ng

pris

oner

s

•tolearnab

outsom

eofth

ew

ays

IHL

prot

ects

the

lives

and

hu

man

dig

nity

of p

rison

ers

•toun

derstand

som

eofth

edi

lem

mas

that

hum

anita

rian

wor

kers

face

whi

le p

rote

ctin

g pr

ison

ers

•Thelivesand

hum

andignityof

peop

le w

ho h

ave

been

det

aine

d in

re

latio

n to

arm

ed co

nflic

t are

at r

isk.

•IHLprotectsprison

ers;italso

ensu

res

that

they

are

vis

ited

by

hum

anita

rian

wor

kers

to v

erify

th

at th

e ru

les

gove

rnin

g th

eir

trea

tmen

t are

com

plie

d w

ith.

•Hum

anita

rianworkersm

ight

enco

unte

r diffi

cult

dile

mm

as

whi

le c

arry

ing

out t

heir

task

of

visi

ting

pris

oner

s.

5D: F

ocus

on

rest

orin

g fa

mily

lin

ks

•tobe

awareofth

eplight

of fa

mili

es w

ho h

ave

been

se

para

ted

by w

ar

•toun

derstand

thescaleof

the

effor

t req

uire

d to

rest

ore

and

mai

ntai

n lin

ks b

etw

een

sepa

rate

d fa

mily

mem

bers

•Arm

edcon

flictresultsinvast

num

bers

of p

eopl

e be

com

ing

sepa

rate

d fro

m th

eir f

amili

es,

with

out a

ny m

eans

of

com

mun

icat

ing

with

them

.

•IHLrequ

iresthatactionbe

taken

to re

stor

e an

d m

aint

ain

fam

ily

links

bet

wee

n se

para

ted

fam

ily

mem

bers

and

to c

larif

y th

e fa

te

of m

issin

g pe

rson

s.

•Variousactionsarere

quire

dto

reun

ite a

sing

le fa

mily

and

to

trac

e m

issi

ng p

erso

ns.

The

Mod

ules


Course matrixM

odul

e G

uidi

ng q

uest

ions

Co

ncep

ts

Expl

orat

ions

O

bjec

tive

s Ke

y id

eas

MO

DU

LE 5

Re

spon

ding

to

the

cons

eque

nces

of

arm

ed c

onfli

ct

(con

tinue

d)

5E: E

thic

s of

hu

man

itar

ian

acti

on

•toun

derstand

thatth

epr

inci

ples

of h

uman

ity

and

impa

rtia

lity

guid

e al

l hu

man

itaria

n ac

tion

•tobe

awarethattw

oad

ditio

nal

prin

cipl

es –

neu

tral

ity a

nd

inde

pend

ence

– c

hara

cter

ize

the

ICRC

’s ac

tion

•toun

derstand

som

eofth

edi

lem

mas

that

hum

anita

rian

wor

kers

mig

ht e

ncou

nter

whi

le

doin

g th

eir w

ork

•Allhu

man

itaria

norga

nizatio

ns

have

cod

es o

f con

duct

that

in

clud

e im

port

ant w

orki

ng

prin

cipl

es.

•The

ICRC

placesapa

rticular

emph

asis

on

the

prin

cipl

es

of im

part

ialit

y, n

eutr

ality

and

in

depe

nden

ce b

ecau

se o

f the

na

ture

of i

ts a

ctiv

ities

.

•Hum

anita

rianworkersencou

nter

vario

us e

thic

al d

ilem

mas

for

whi

ch sa

tisfa

ctor

y so

lutio

ns

are

not a

lway

s ava

ilabl

e. D

oing

no

thin

g is

also

a d

ecisi

on a

nd

has c

onse

quen

ces.

CLO

SIN

G

EXPL

ORA

TIO

N

How

can

you

pr

omot

e re

spec

t fo

r hum

an

dign

ity?

Wha

t can

you

do

to m

ake

a di

ffere

nce?

How

can

yo

u de

velo

p aw

aren

ess

in

othe

rs?

Youth

mob

iliza

tion

Targ

et p

opul

atio

n

Proj

ect g

oal

Com

mun

ity

stre

ngth

s an

d re

sour

ces

Hum

an d

igni

ty

Whe

re d

o w

e go

fr

om h

ere?

•tomakeuseofwha

thasbee

nle

arne

d to

des

ign

a pr

ojec

t th

at p

rom

otes

hum

an d

igni

ty

•tocarryou

taprojectth

at

prom

otes

hum

an d

igni

ty

•Therearemanydiffe

rentth

ingsa

pers

on ca

n do

to a

ctiv

ely

prom

ote

hum

an d

igni

ty, a

nd it

is b

est t

o pa

rtic

ipat

e in

a p

roje

ct th

at d

raw

s up

on o

ne's

skill

s and

inte

rest

s.

•Whe

nworking

onbe

halfof

othe

r peo

ple,

it is

ess

entia

l to

cons

ider

thei

r per

spec

tive

and

to in

clud

e th

eir i

nput

.

•Asa

projectproceed

s,itishe

lpful

to a

sses

s pro

gres

s per

iodi

cally

an

d to

revi

ew fu

ture

pla

ns.

The

Mod

ules


Copyright information

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•Ingrantingwrittenauthorization,theICRCwilldetermine whether its logo must be displayed on the reproduced, translated or abridged product or related materials, in light of the intended use or adaptation. The ICRC logo may not be displayed on the product or related materials without the ICRC’s express permission.

•EducationauthoritiesorNationalRedCrossorRedCrescent Societies wishing to use the ICRC logo together with their own logo on the reproduced, translated or abridged product or related materials must also obtain the ICRC’s express written authorization. (The ICRC reserves the right to decide on a case-by-case basis whether to authorize other parties to use their logo alongside that of the ICRC on the reproduced, translated or abridged product or related materials).

Design files for use in reproducing the publications can be obtained from the ICRC. However, the photographs, maps, video footage, logos, graphics and fonts contained in them may not be used or copied without prior authorization. Permission for use must be requested from the ICRC, which has negotiated a maximum print run under the current copyright. Once this maximum is attained, users will be requested to contact the agency or individual concerned.

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Notes


Notes

Mission

The International Committee of the Red Cross (ICRC) is an impartial, neutral and independent organization whose exclusively humanitarian mission is to protect the lives and dignity of victims of armed conflict and other situations of violence and to provide them with assistance.

The ICRC also endeavours to prevent suffering by promoting and strengthening humanitarian law and universal humanitarian principles.

Established in 1863, the ICRC is at the origin of the Geneva Conventions and the International Red Cross and Red Crescent Movement. It directs and coordinates the international activities conducted by the Movement in armed conflicts and other situations of violence.

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