Exploring Humanitarian Law (EHL) provides teachers with daily opportunities to find out what their students are learning and what misconceptions they might have. Active teaching methods, such as class discussion, small group work, brainstorming and role-playing all provide such opportunities.
Take five minutes at the end of class to have students write down one- or two-sentence answers to the following questions:
- What did you learn today?
- What remaining questions do you have?
In each module, students are asked to carry out activities such as interviewing people, illustrating concepts with poems, plays or artwork and writing research papers on particular topics.
Keep a folder or portfolio for each student, containing written work, artwork, interviews and news clippings that he or she has contributed in class. Periodically go over the student’s work with him or her to monitor progress in understanding international humanitarian law (IHL).
Post samples of students’ work where all can see.
After Module 1 is completed, you might want to devote the last class session to a written assessment of what students have learned. You could do this with one essay question (20-30 minutes) and two or three short-answer questions (10 minutes each).
Possible essay questions:
- Select from the materials (or create) an example of a bystander witnessing a situation of violence. Put yourself in the shoes of the bystander. What are your choices? What are the consequences? What do you decide to do and why?
- How can humanitarian behaviour be developed? Discuss obstacles to humanitarian acts and why they are difficult to overcome (or how to overcome them).
- Define bystander, humanitarian act and dilemma.
- Give an example of a humanitarian act reported by the news media, and explain why you think it was a humanitarian act.
- Uses concepts, such as bystander, combatant, dilemma or chain reaction and other terms and concepts in the EHL materials
- Gives concrete examples to back up points
- Includes examples from a variety of sources, such as the news media, interviews, class discussion and outside reading
- “Aftermath of a battle” | A Memory of Solferino
- From the battle of Solferino to the eve of the First World War, International Committee of the Red Cross
- Henry Dunant, International Committee of the Red Cross
- History of the International Committee of the Red Cross, International Committee of the Red Cross
- “Alone on the bench” | Little Rock Central High School Integration: 50th Anniversary Homepage
- “A witness comes forward” and “He was having some fun” | African History: Apartheid
- South African Biographies: Stephen Biko
- “Step by step” | Multimedia Learning Center, Museum of Tolerance
- The Warsaw Ghetto Uprising, United States Holocaust Memorial Museum - A site developed for young people.
- “Villagers ease pain in camps” | Bosnia and Herzegovina, OneWorld
- Bosnia and Herzegovina, International Crisis Group
- The Yugoslav conflict – Chronology of events