The document discusses the Exploring Humanitarian Law (EHL) curriculum. It provides an overview of EHL, including that it consists of 30 hours of classroom activities using primary sources to teach about humanitarian issues in armed conflict. It describes the key concepts and modules covered in EHL, including human dignity, obstacles to humanitarian behavior, limits in armed conflict, violations of international humanitarian law, and responding to the consequences of war. It encourages educators to use EHL materials in their classrooms and provides contact information to learn more.
Crimes against Humanity: Religious, Economic, personal, Constitutional violat...Robert Powell
Corrective education, assist understanding of current events in political affairs--Agenda 21, Sustainability, and how the process uses well intended people to turn the United States into a 3rd world country. Understand Stewardship, not population destruction, anti-religious, unconstitutional United Nations. Millennial students this is what they did not want you to know. Slavery thorough deceit, and control by the elite.
100 Years Leading Major Government AgenciesJon Schwabish
President Obama recently nominated Janet L. Yellen to head the Federal Reserve System. If confirmed by the Senate, Yellen would become the first woman to lead the 100-year-old central bank. There are hundreds of federal agencies and commissions, but among some of the major agencies in the federal government, only a few are headed by women.
Crimes against Humanity: Religious, Economic, personal, Constitutional violat...Robert Powell
Corrective education, assist understanding of current events in political affairs--Agenda 21, Sustainability, and how the process uses well intended people to turn the United States into a 3rd world country. Understand Stewardship, not population destruction, anti-religious, unconstitutional United Nations. Millennial students this is what they did not want you to know. Slavery thorough deceit, and control by the elite.
100 Years Leading Major Government AgenciesJon Schwabish
President Obama recently nominated Janet L. Yellen to head the Federal Reserve System. If confirmed by the Senate, Yellen would become the first woman to lead the 100-year-old central bank. There are hundreds of federal agencies and commissions, but among some of the major agencies in the federal government, only a few are headed by women.
Qatar Computing Research Institute's Social Computing team at the World Humanitarian Youth Summit.
We aim to research and create humanitarian innovation.
Exhibition: World Humanitarian Youth Summit
Doha, Qatar
September 1 - 2, 2015
This presentation was created by the Social Computing Team to demonstrate our collective work.
About QCRI: http://qcri.org.qa/our-research/social-innovation
About the World Humanitarian Youth Summit: https://www.worldhumanitariansummit.org/whs_youth
Humanitarian Logistics (2012)- importance of supply cells when planning for disasters. Create lifeboats round population centres to cater supplies for different types of disaster situations. Only deploying man power is insufficient mitigation. Emergency management must include associated pre-emptive stock and supply management - Synergy with existing cold chain capacities.
Presentation PowerPoint on the containerized and backpack solutions we have developed from years of experience in disasters around the globe. Telemedicine (medical surge), Command & Control, Sustainable communications solutions in austere or damaged environments.
A Debate of the Death Penalty Essay
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HUMAN RIGHTS
REMEDIES: CAMPAIGNS
*
HUMAN RIGHTS MOVEMENTSTools: protest, litigate, boycott, inform, monitor and analyzeHistoricAmnesty Intl.: most widespread but narrow mandateHuman Rights Watch: most US-centeredICRC: Geneva Conventions, most humanitarianService providers: IRC, IOMCountry-specific: Burma, Tibet, DarfurSectors: labor, women, religion, professionsIssues: Invisible Children, Free the SlavesVictims vs. advocates: families, survivors, vulnerable groups
*
INFORMATION POLITICSHuman Rights Watch brings attention toChild domestic workers in Indonesia, c. 200,000—numbers, hidden problemImpunity in killings of journalists in Russia—distortions of rule of lawU.S. renditions and disappearances--investigationsRape of refugees in Congo—battlefield reporting
*
GOVERNANCE:
CIVIL SOCIETY AND INTL. LAWRed Cross and Geneva ConventionsConvention Against Torture and AmnestyICC: 1995 coalition, 800 orgsRegional lobbyingGender justice: rape as a war crimeStruc infl: ind. Prosecutor
Designated standing in UN Indig Peoples’ Forum, ILO
*
BOYCOTTS AND SANCTIONS: MKTS“INVISIBLE HANDCUFF” Nestles to Nike boycotts lead to codes of conduct, inspectionsSouth Africa disinvestments (same pattern with Burma: Liz Claiborne, Pepsi)“blood diamonds” campaign leads to Kimberley Accords, diamond registration systemAffirmative fair trade networks
*
PROTEST CAMPAIGN MODEGenocide Intervention FundStarted by Swarthmore students re Darfur, now over 100 collegesRaised $250,000Backed by Mia Farrow and Don CheadleSpecial appeal to Jewish and Armenian student groups based on historyMoney for African Union peacekeepersLobbying for Darfur Peace and Accountability Act, which calls for sanctions on Sudan and no-fly zone
*
LAWSUITS FOR LABOR RIGHTSColombia—rights of the person assassinations of union organizers who work for MNCs; 94 killed in 2004 (2100 killed since 1991)five lawsuits vs. Drummond, Coca-Cola bottlersindirect impact on Colombia’s trade negotiations and mili aid from US; recently 19 prosecutionsUnocal—also Shell in Nigeria, oil and mining cos.Burma pipeline slave laboralleged complicity with state repressionsettled out of courtInternational Labor Rights Fund suing Walmart re Bangladesh, China, Indonesia, Nicaragua, Swaziland violations of code of conduct, as “contract”—wage violations, physical assault by managers, being locked in factories, fired for backing unionsnote due to previous boycott threats and bad publicity, Walmart has 5,000 factories inspected (108 banned for child labor)
*
PROTEST: FUNCTIONS OF A CAUSE CELEBREEmbodies and puts a face on repressionSpeaks for a cause or identityCounters dehumanization with moral worth and dignityAcknowledged state behavior, leverage on state power, manageable concessionAppeals to widely accepted universal civil/political rights
*
*CHINESE ARTIST AND BLOGGER
*HELPED EXPOSE 2008 SICHUAN EARTHQUAKE CORRUPTION
*ARRESTED AND STUDIO DEMOLISHED IN 2010
*ARRESTED 2011 ON TRUMPED U.
(Please critically reflect upon the question and bring in the literakendalfarrier
(Please critically reflect upon the question and bring in the literature. Answers should be between at least 1000-1500 words (excluding bibliography).
1. Was Hannah Arendt just in her claims against the treatment of A. Eichmann? Given state boundaries, what are the utilities and difficulties of the ICC and ICJ today. Explain using specific examples.
2. To start, is cosmopolitanism achievable? If so, what are some empirical examples of its existence today? Whether it is possible or not, is cosmopolitanism a favorable outcome or does individual state sovereignty provide some benefits?
3. Is cultural relativism a sufficient argument against the creation of the international body of human rights protection (IHRP) as it exists today? In other words, what is natural (universal) about natural rights?
4. How does Civil Society participate in the practice of IHRP? Give specific examples. )
It should be all the information in here: (All the week discussions)
---------
Week 1 Discussion
Please, answer ONE of the following.
1.) Which of the Human Rights Acts do you find the most important? Please explain.
2.) What is the largest challenge facing international human rights protection today? Has globalization and technology increased awareness and protection? Or, has the development of international trade led to greater levels of exploitation? 250 words
students examples:Steven
In my humble opinion, when talking about the Human Rights Acts, I believe the most important is Article 15. Which states that "1. Everyone has the right to a nationality. 2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. The reason for this is because Nationality, as well as our spiritual beliefs for example, is a part of our identity and our way of being. Our nationality can explain who we are, why we do things, and what we fight for. We our not limited to just a "legal" nationality because of birth, nor can we not be limited to our choices of nationality due to race and religion. This Act gives us a right to be the people that we truly are and express ourselves better.
another exampleslucasI find The Universal Declaration of Human Rights the most important. It laid the modern framework for the liberal west's interpretation of human rights and successfully enabled a century-plus long expansion of human rights that translated into historic levels of freedom of speech, guarantee of liberty, and other fundamental human rights across the world.This ties into the second question - what is the largest challenge facing international human rights protection today. As the world order shifts away from one organized around the west towards a multipolar one organized around different power centers, some of which do not espouse western liberalism and democracy but instead authoritarianism, the continued expansion of human rights is threatened, especially in regards to protecting minorities. This trend goes hand- ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Qatar Computing Research Institute's Social Computing team at the World Humanitarian Youth Summit.
We aim to research and create humanitarian innovation.
Exhibition: World Humanitarian Youth Summit
Doha, Qatar
September 1 - 2, 2015
This presentation was created by the Social Computing Team to demonstrate our collective work.
About QCRI: http://qcri.org.qa/our-research/social-innovation
About the World Humanitarian Youth Summit: https://www.worldhumanitariansummit.org/whs_youth
Humanitarian Logistics (2012)- importance of supply cells when planning for disasters. Create lifeboats round population centres to cater supplies for different types of disaster situations. Only deploying man power is insufficient mitigation. Emergency management must include associated pre-emptive stock and supply management - Synergy with existing cold chain capacities.
Presentation PowerPoint on the containerized and backpack solutions we have developed from years of experience in disasters around the globe. Telemedicine (medical surge), Command & Control, Sustainable communications solutions in austere or damaged environments.
A Debate of the Death Penalty Essay
Lincoln-Douglas Debate Essay examples
The Advantages Of Debate
Debate of Globalization Essay
Debates Essay
Debates About Slavery Essay example
Essay on Nature vs Nurture Debate
Lincoln-Douglas Debate Essay examples
HUMAN RIGHTS
REMEDIES: CAMPAIGNS
*
HUMAN RIGHTS MOVEMENTSTools: protest, litigate, boycott, inform, monitor and analyzeHistoricAmnesty Intl.: most widespread but narrow mandateHuman Rights Watch: most US-centeredICRC: Geneva Conventions, most humanitarianService providers: IRC, IOMCountry-specific: Burma, Tibet, DarfurSectors: labor, women, religion, professionsIssues: Invisible Children, Free the SlavesVictims vs. advocates: families, survivors, vulnerable groups
*
INFORMATION POLITICSHuman Rights Watch brings attention toChild domestic workers in Indonesia, c. 200,000—numbers, hidden problemImpunity in killings of journalists in Russia—distortions of rule of lawU.S. renditions and disappearances--investigationsRape of refugees in Congo—battlefield reporting
*
GOVERNANCE:
CIVIL SOCIETY AND INTL. LAWRed Cross and Geneva ConventionsConvention Against Torture and AmnestyICC: 1995 coalition, 800 orgsRegional lobbyingGender justice: rape as a war crimeStruc infl: ind. Prosecutor
Designated standing in UN Indig Peoples’ Forum, ILO
*
BOYCOTTS AND SANCTIONS: MKTS“INVISIBLE HANDCUFF” Nestles to Nike boycotts lead to codes of conduct, inspectionsSouth Africa disinvestments (same pattern with Burma: Liz Claiborne, Pepsi)“blood diamonds” campaign leads to Kimberley Accords, diamond registration systemAffirmative fair trade networks
*
PROTEST CAMPAIGN MODEGenocide Intervention FundStarted by Swarthmore students re Darfur, now over 100 collegesRaised $250,000Backed by Mia Farrow and Don CheadleSpecial appeal to Jewish and Armenian student groups based on historyMoney for African Union peacekeepersLobbying for Darfur Peace and Accountability Act, which calls for sanctions on Sudan and no-fly zone
*
LAWSUITS FOR LABOR RIGHTSColombia—rights of the person assassinations of union organizers who work for MNCs; 94 killed in 2004 (2100 killed since 1991)five lawsuits vs. Drummond, Coca-Cola bottlersindirect impact on Colombia’s trade negotiations and mili aid from US; recently 19 prosecutionsUnocal—also Shell in Nigeria, oil and mining cos.Burma pipeline slave laboralleged complicity with state repressionsettled out of courtInternational Labor Rights Fund suing Walmart re Bangladesh, China, Indonesia, Nicaragua, Swaziland violations of code of conduct, as “contract”—wage violations, physical assault by managers, being locked in factories, fired for backing unionsnote due to previous boycott threats and bad publicity, Walmart has 5,000 factories inspected (108 banned for child labor)
*
PROTEST: FUNCTIONS OF A CAUSE CELEBREEmbodies and puts a face on repressionSpeaks for a cause or identityCounters dehumanization with moral worth and dignityAcknowledged state behavior, leverage on state power, manageable concessionAppeals to widely accepted universal civil/political rights
*
*CHINESE ARTIST AND BLOGGER
*HELPED EXPOSE 2008 SICHUAN EARTHQUAKE CORRUPTION
*ARRESTED AND STUDIO DEMOLISHED IN 2010
*ARRESTED 2011 ON TRUMPED U.
(Please critically reflect upon the question and bring in the literakendalfarrier
(Please critically reflect upon the question and bring in the literature. Answers should be between at least 1000-1500 words (excluding bibliography).
1. Was Hannah Arendt just in her claims against the treatment of A. Eichmann? Given state boundaries, what are the utilities and difficulties of the ICC and ICJ today. Explain using specific examples.
2. To start, is cosmopolitanism achievable? If so, what are some empirical examples of its existence today? Whether it is possible or not, is cosmopolitanism a favorable outcome or does individual state sovereignty provide some benefits?
3. Is cultural relativism a sufficient argument against the creation of the international body of human rights protection (IHRP) as it exists today? In other words, what is natural (universal) about natural rights?
4. How does Civil Society participate in the practice of IHRP? Give specific examples. )
It should be all the information in here: (All the week discussions)
---------
Week 1 Discussion
Please, answer ONE of the following.
1.) Which of the Human Rights Acts do you find the most important? Please explain.
2.) What is the largest challenge facing international human rights protection today? Has globalization and technology increased awareness and protection? Or, has the development of international trade led to greater levels of exploitation? 250 words
students examples:Steven
In my humble opinion, when talking about the Human Rights Acts, I believe the most important is Article 15. Which states that "1. Everyone has the right to a nationality. 2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. The reason for this is because Nationality, as well as our spiritual beliefs for example, is a part of our identity and our way of being. Our nationality can explain who we are, why we do things, and what we fight for. We our not limited to just a "legal" nationality because of birth, nor can we not be limited to our choices of nationality due to race and religion. This Act gives us a right to be the people that we truly are and express ourselves better.
another exampleslucasI find The Universal Declaration of Human Rights the most important. It laid the modern framework for the liberal west's interpretation of human rights and successfully enabled a century-plus long expansion of human rights that translated into historic levels of freedom of speech, guarantee of liberty, and other fundamental human rights across the world.This ties into the second question - what is the largest challenge facing international human rights protection today. As the world order shifts away from one organized around the west towards a multipolar one organized around different power centers, some of which do not espouse western liberalism and democracy but instead authoritarianism, the continued expansion of human rights is threatened, especially in regards to protecting minorities. This trend goes hand- ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Exploring Humanitarian Law A Teaching Toolkit for Educators EHL Workshop California Council for the Social Studies March 4, 2011 Image Source: International Committee of the Red Cross
2. A World of Conflict Image Source: Population Action International
3.
4.
5. What is Exploring Humanitarian Law? Exploring ethical & humanitarian issues of armed conflict Understanding how humanitarian law protects life and human dignity Making connections between personal and global events Image Source: International Committee of the Red Cross
6. What is Exploring Humanitarian Law? 30 hours of activities Primary source materials Fits into current lessons
7.
8. What is Exploring Humanitarian Law? Taught in nearly 50 countries worldwide Image Source: International Committee of the Red Cross
9. What’s Inside EHL? Key Concepts: Human dignity Obstacles to humanitarian behavior No easy answers Dilemmas Multiple perspectives Chain of consequences Image Source: International Committee of the Red Cross/ A. Gutman
10.
11. What’s Inside EHL? Introductory Exploration: Images and Perceptions The Modules: Module 1: The Humanitarian Perspective Module 2: Limits in Armed Conflict Module 3: The Law In Action Module 4: Dealing With Violations Module 5: Responding to the Consequences of Armed Conflict Closing Exploration: Where Do We Go From Here?
12.
13. Explorations 1A: What can bystanders do? 1B: Looking at humanitarian acts 1C: A bystander’s dilemma Module 1: The Humanitarian Perspective
14. How Can You Use EHL? Image Source: Will Counts
15. There is always a moment when the moral choice is made. Often because of one story or one book or one person, we are able to make a different choice, a choice for humanity, for life. -Elie Wiesel A lack of protest can confirm the perpetrators’ faith in what they are doing. - Ervin Staub Use of Quotes
18. Module 2: Limits in Armed Conflict Explorations 2A : Limiting the devastation of war 2B: Codes and traditions over time 2C: Focus on child soldiers 2D: Focus on weapons 2E: Widespread availability of weapons
22. The captive is your brother. It is by the grace of God that he is in your hands and working for you. Since he is at your mercy, see that he is fed and clothed as well as you are. Do not demand from him work beyond his strength. - The Prophet Mohammed (570-632AD) Use of Quotes
25. Explorations 3A: Identifying violations of IHL 3B: From the perspective of combatants 3C: Who is responsible for respecting IHL? 3D: A case study: My Lai - What went wrong? What went right? Module 3: The Law in Action
31. When IHL and Core IHRL are Violated.. RB example 1) Form discussion groups to watch the following two video clips. How do IHL and human rights law apply to the unrest in Libya and the response of the Libyan government? Libya - Fighter Jets Ordered To Fire On Protesters - Air Force Commanders Defect !!! http://www.youtube.com/watch?v=Lm2LSUdAB74&NR=1 Libya warplanes bombing Tripoli-resident (21 Febuary 2011): http://www.youtube.com/watch?v=ucNHrwKvreE&NR=1 Make up a list of the IHL and “hard core” human rights laws that you think have been violated in the situations portrayed in these videos.
32.
33. Explorations 4A: Rationales and options for dealing with IHL violations 4B: Judicial options 4C: Non-judicial options Module 4: Dealing with Violations
37. Explorations 5A: Needs that arise from the devastation of war 5B: Planning a camp for people displaced by war 5C: Focus on protecting prisoners 5D: Focus on restoring family links 5E: Ethics of humanitarian action Module 5: Responding to the Consequences of Armed Conflict
41. Planning a Refugee Camp in Tunisia PLAN AN EMERGENCY REFUGEE CAMP IN TUNISIA, ALONG THE LIBYAN BORDER BASED ON THE FOLLOWING SCENARIO: Watch the interview on Democracy Now with a Representative of Human Rights Watch on the Tunisia/Libya Border about the approximately 40,000 refugees, mostly migrant workers from Egypt and Tunisian, who have escaped from the violence in Libya to Tunisia. http://www.democracynow.org/2011/2/28/as_death_toll_grows_100_000
48. Want to Learn More? Visit www.redcross.org/ehl Sign up for alerts Attend an EHL Workshop Exploring Humanitarian Law Program International Services Department American Red Cross, NHQ 2025 E Street, NW Washington, DC 20006 [email_address]
51. And Remember… Exploring Humanitarian Law Program International Services Department American Red Cross, NHQ 2025 E Street, NW Washington, DC 20006 [email_address] www.redcross.org/ehl Image Source: Left –International Committee of the Red Cross; Right – International Committee of the Red Cross/M. Kokoîc
Editor's Notes
Today, people are engaged in armed conflicts on almost every continent on the globe. This includes: Internal conflicts, or civil wars taking place within countries; Conflicts with non-state actors, such as insurgent or rebel groups that aren’t part of any government military; and Terrorism CASUALTIES: WWI – 90% combatants WWII – 50% combatants Today – 90% civilians Around the world, these conflicts have devastating effects for those actually involved in fighting these battles and the civilians that are impacted by being killed or hurt, forced out of their homes and into refugee camps or losing their loved ones. ++++ worldwide refugees – 1970s – less than 3 million; today UNHCR estimates 32.9 million ref/IDPs But, how do these conflicts affect your students here in the United States? Some might be thinking about joining the military or civil service in the future. Others have family or friends currently serving. There are those whose parents or relatives may have come to this country as refugees or to get away from conflicts at home. And there are those who see and hear stories about wars in the news, but have a hard time understanding these complicated issues taking place half a world away. Whether they are personally touched by these conflicts or not, students know that war is a lot more complicated than it seems when playing a video game or watching a movie, but they don’t always have the skills to help them understand these conflicts and how they are governed. And that’s what I am here today to talk to you about.
I’m here today to talk to you about Exploring Humanitarian Law – a toolkit of resources, developed by the Red Cross, that gives educators easy-to-use materials to expose students to issues of international humanitarian law, the rules that call for respect for life and human dignity in war. During our discussion, we’re going to go over: What EHL really means How using the materials included in the EHL curriculum can help you and your students What’s included in the materials How you can put those resources to use in your own classes; and Upcoming professional development opportunities and trainings – so you can get hands-on experience with the EHL tools while earning Continuing Education Units at the same time.
What is Exploring Humanitarian Law? The curriculum explores ethical and humanitarian issues that arise during armed conflict. The learning materials, which are based on historical and contemporary situations, show how humanitarian law aims to protect life and human dignity during armed conflict and reduce and prevent the suffering and destruction that result from war. IHL: body of rules and principles that protect persons/objects during armed conflict and limits methods and means of warfare. Goal of EHL: Primary goal is to help young people embrace principles of humanity in their daily lives (bullying, harassment) and understand how those rules play out on a global level EHL challenges students to investigate real situations and discuss some of the most important humanitarian questions facing us today – connecting lessons of the past with the issues of the present.
What is Exploring Humanitarian Law? In a practical sense, EHL is resource pack for teachers that includes: 30 hours of activities that introduce young people to the basic rules of international humanitarian law The resources in EHL include Materials such as: news accounts, testimonials, photos, videos, case studies and interactive projects – allow students, not just to read about real events, but to experience them for themselves – through the eyes of those who lived them. one exploration takes between 1-3 classroom sessions, each 45 minutes. In total, the 22 explorations offer over 30 hours of active learning. Primary source materials – so students can see and hear first-hand experiences, without any outside filter and help students see events from a different perspective. Enough resources to develop a whole course around, but flexible enough to pull only the materials that work best for your class and fit them right into your current lesson plans
What is Exploring Humanitarian Law? Geared toward young people between the ages of 13 and 18, but flexible enough to be used with younger or older students. Integrates seamlessly with a wide variety of courses – some of these include: social studies, history, law, literature, civics, psychology and gifted programs
What is Exploring Humanitarian Law? EHL is highly-regarded throughout the world– since the curriculum was developed (in 2002) schools in over 40 countries have integrated lessons from EHL into their curricula.
Central to the EHL materials are several key concepts Human Dignity – what it is, how to respect it, what it is to have one’s dignity taken away what stands in the way of behaving in a humanitarian way (bystander) some questions have no single right answer or no easy answer at all emphasis on critical thinking that enables students to cultivate important skills such as: communication disagreeing respectfully perspective taking reasoning research problem solving
The resources in EHL include primary source materials that teachers can use to help students see events from a different perspective. Materials such as: news accounts, testimonials, photos, videos, case studies and interactive projects – allow students, not just to read about real events, but to experience them for themselves – through the eyes of those who lived them.
There are 5 core modules with lesson plans, teacher and student tools – 30+ hours of activities Teacher and student videos (DVD), Introduction & Methodology guide Legal Manual for Teachers, Glossary Additional resources: Guidelines books on testing, evaluation and insertion into curriculum Online resources The content includes: Images and Perceptions (Introductory exploration): an introduction to the topic through the exploration of perceptions and current images of what armed conflict is. Module 1: examines what bystanders can do – Through dilemma exercises, students explore what makes someone a bystander, the difficult position someone can be in as a bystander and the effects that they can have on situations Module 2: explores the limits and rules of war – Here, students will think about: what limits are needed in war and why? Where do these limits come from? How do laws to limit war develop? This module also contains a special focus on child soldiers and one on weapons Module 3: offers materials to study how humanitarian law works in the real world – Questions to explore include: which rules are most often violated and why? What dilemmas do combatants face? Who is responsible for respecting? This module includes a very popular case study on My Lai – with testimonials from the soldiers’ perspectives Module 4: concentrates on the rationales and options for dealing with violations (judicial and non-judicial options) – Here, students will examine questions like: Why is dealing with violations important? In what ways can violations be addressed? Module 5: Responding to the consequences of armed conflict This module helps students think about the consequences of war, the efforts needed to respond to them and the dilemmas that those taking humanitarian action might face. Closing Exploration: Helps students understand where they can go from here: Students will focus on thinking about: How they can promote human dignity; make a difference and help develop awareness of humanitarian concerns in others.
As you can see, the modules that make up the Exploring Humanitarian Law toolkit are designed so they can be easily pulled and worked right into your existing lesson plans. EHL stands out because it can be used by teachers to challenge students to play an active role in the learning process. The rich primary source materials included in EHL will engage the emotions and minds of your students and allow your class to explore issues together – analyzing dilemmas, pondering choices and tracing consequences **Insert story of how EHL can be used** Example story: “ Alone on the bench” (from Exploration 1A) tells the story of Elizabeth Eckford and Grace Lorch: In 1954, Elizabeth was one of nine black students to be admitted to an all-white school in Little Rock, Arkansas. Elizabeth arrived at school alone to face a crowd of angry community members who were protesting desegregation and trying to stop her from entering the school. Although there were police there, no one came to help Elizabeth enter the school and she ran to a bench to get away. In her own words, Elizabeth describes the scene: “ Somebody started yelling, ‘Lynch her! Lynch her!’ I tried to see a friendly face. I made eye contact with an old woman, but she spat on me. I looked down the block and saw a bench at the bus stop. I ran to the bench and sat down.” As Elizabeth sat on the bench, barred from entering the school, a white woman – Grace Lorch – came up to her and spoke to her. Grace then faced down the mob and escorted Elizabeth to safety, waiting with her until she could board a bus. This story, with an account from Elizabeth herself, can be used to begin a discussion of what it may have felt like to be in school during desegregation in America – and the complicated issues that came with desegregation: was it safer for students if segregation remained? What actions led to the tipping point where desegregated schools became the norm? how do the actions of individuals (like Grace Lorch from the story) make up a larger movement?
One area of law that is often confused with international humanitarian law is international human rights law, which many of you are familiar with or at least have had some exposure with. Certainly the two fields are related, as illustrated in part here by the overlap of the two circles. What are some of the differences between them? they apply in different contexts the protections of IHL are directed toward specific groups of people rather than to all people. the rights/freedoms shown on the left apply to a government’s treatment of its own citizens the protections that are specific to IHL apply to parties to a conflict, specifically to the adverse party So as you can see, IHL is not IHRL, even though they are certainly related. OK, so now that we’ve talked about what IHL isn’t, let’s talk about where it comes from.
The entire EHL curriculum is available free on our Web site: ehl.redcross.org On the site you can: Access all of the resources available through EHL – videos, exercises, stories, etc. Sign up for alerts and read the EHL newsletter Get the latest headlines about humanitarian law issues around the world – a great resource for talking about current events in your class Find out more about professional development opportunities – like the EHL Summer Institute
Teacher trainings and workshops: Help you to integrate EHL resources into your lessons while earning Continuing Education Units at the same time. The American Red Cross is an authorized provider of Continuing Education Units through the International Association for Continuing Education and Training (IACT) Trainings are offered as half-day workshops or 1, 2 and 3-day trainings. Benefits of participating in teacher training: Walk into a teacher training or workshop and walk out with concrete plans on how to integrate Exploring Humanitarian Law into your current curricula. Learn the array of primary source materials included in the EHL toolkit, including news accounts, testimonials, photos, videos, case studies and interactive projects that will bring real events to life for your students. Trainings and workshops are led by highly skilled instructors, who are educators with first-hand experience integrating EHL materials into lessons. **Insert information on upcoming trainings in your area** Summer Institute: August 3-5, 2010 in Washington, DC
Exploring Humanitarian Law, aligned with national standards, offers a wide array of resources that teachers can use easily to enhance your current curricula. EHL not only: Challenges students to investigate real situations and discuss some of the most important humanitarian questions facing us today – connecting lessons of the past with the issues of today But also: Connect students learning right in your schools with those that are learning the same curriculum on the other side of the world – building the 21 st century skills of our students in an increasingly globally-dependent world.