5/3/2012 1 Beyond Classroom Borders: Educating Globally Engaged Thinkers & Community Leaders Andres Reyes, Bunker Hill Community College Laurie Fisher, American Red Cross American Association of Community Colleges Convention Orlando, Florida April 2012 A World of Conflict Image Source: Population Action International bbb Source: Boix Mansilla & Jackson 2011
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A World of Conflict...humanitarian law protects life and human dignity Making connections between personal and global events ... The transition from civilian to soldier is the objective
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American Association ofCommunity Colleges Convention
Orlando, Florida April 2012
A World of Conflict
Image Source: Population Action International
bbb
Source: Boix Mansilla & Jackson 2011
5/3/2012
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General Education OutcomesGlobal Competence
Globally competent students are able to do the following:
• Investigate the world beyond their immediate environment
• Recognize perspectives, others’ and their own, articulating perspectives thoughtfully and respectfully
• Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural
barriers
•Take action to improve conditions, viewing themselves as
players in the world and participating reflectively
Source: Boix Mansilla & Jackson, 2011
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
High quality primary source materials:
• News accounts
• Testimonials
• Photos
• Videos
• Case Studies
• Interactive projects
General Education OutcomesWhat’s Inside EHL?
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Key Concepts:
• Human dignity
• Obstacles to humanitarian behavior
• No easy answers
• Dilemmas
• Multiple perspectives
• Chain of consequences
General Education OutcomesWhat’s Inside EHL?
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?
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WHAT IS HUMAN DIGNITY?
Student Voices on
Human DignityBUNKER HILLCOMMUNITY COLLEGE, Massachusetts
Urban Teaching ProgramESL
“The people are able to live freely and
peacefully, and nobody disturb their peace at home and at work and they can sleep
quietly in their house or apartment or
shelter…if they are poor, they can still continue to live and not be hurt because
powerful people may believe poor people
don’t matter.” (student, Haiti)
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“Human dignity is human rights---people are
human and they should respect by others. They live with others and are not afraid to
walk around the streets, go to their church
or mosque, speak to people and friends they love, follow their holidays, read their
favorite books… they are comfortable.”
(student, Morocco)
“Human dignity includes right to education,
right to learn, right to have clothes, right to freedom, right to food, right to practice
your beliefs without hurting others, right to
live the life that you---just like others around you---have been given because
you were born…” (student, Vietnam)
“I saw a video about Japan’s past and there
were a lot of war crimes in WWII. I felt the reality about the place where I am in.
These things are against human rights.
We have to save our liberty to live…”(student, Japan)
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Explorations1A:What can bystanders do?
1B: Looking at humanitarian acts1C: A bystander’s dilemma
1A: What can bystanders do?
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
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1B: Humanitarian Acts
1B: Humanitarian acts
Media Page
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AUSTIN COMMUNITY COLLEGE, Texas
PsychologyPeace & Conflict Studies
Explorations2A : Limiting the devastation of war
2B: Codes and traditions over time2C: Focus on child soldiers2D: Focus on weapons
2E: Widespread availability of weapons
2A – The Blindfolded Captive
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2A Photo Collage
Basic Rules of IHL
What is International Humanitarian Law (IHL)?
International humanitarian law (IHL) is the written and unwritten rules and principles that apply in armed conflict to:
• Protect those who do not or who no longer take part in the hostilities
• Limit means and methods of warfare• Balance military needs with humanity
Other terms used for this body of law are the Law of Armed Conflict (LOAC)
or the Law of War (LoW).
Photo: ICRC (Iraq)
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GC I: Wounded and sick on land
GC II: Shipwrecked, wounded and sick
at seaGC III:
Prisoners of war
(POWs)GC IV: Civilians
The Geneva Conventions of 1949
The Geneva Conventions of 1949 have been adopted by all nations
At
all times
During
armed conflict
IHL
Protection of:• Civilians
• Combatants out of combat
• Wounded & sick
• Prisoners
HR
Freedom of:• Education
• Religion• Speech• Movement
Prohibition of:• Torture
• Degrading treatment
• Violence to
life/person• Hostage taking
Right to life
IHL and Human Rights Law
2B: Codes and Traditions
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2C: Focus on Child Soldiers
What should be the minimum age?
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Student Voices on
Child Soldiers
BUNKER HILLCOMMUNITY COLLEGE, Massachusetts
Urban Teaching ProgramESL
“Kids who’s been mistreated by their own government should have someone to spoke for them because they don’t really know what they’re doing. The U.S.A. should stop those crimes because they are children. The children are supposed to be in school, not in the street for people to abuse them. People who make them do child soldier work should be punished with life in prison.” (student, Russia)
“….child soldiers are usually aptitude following a leader even though that is bad or good they can’t judge which side is better or worse. Child soldiers are usually easily to learn how to use gun faster than adult… Actually, when I saw some videos, I felt really depressing because nowadays most countries are democratic countries and government should take care of those children.” (student, Vietnam)
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“While I was watching the videos, I trembled
and got angry about the scene. I feared to look at the screen that made me feeling
uncomfortable. I thought I was so lucky
living in peace. I don’t worry about food and hunger… Also I should save the
resource and donate to the poorer
countries that help the children rebuild homes…” (student, China)
“I am wondering how their family felt when
their kid got abducted and they couldn’t do a thing to stop it. It’s a sad world. It is
good for the world to look at the poor
countries and support them, instead of abandoning them or watching the country
destroy itself. Children soldiers can be
stopped if wealthy countries and UN are putting an effort to end this.” (student,
Nepal)
Explorations3A: Identifying violations of IHL
3B: From the perspective of combatants3C: Who is responsible for respecting IHL?
3D: A case study: My Lai - What went wrong? What went right?
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3A: Identifying violations
IDS 101: Evil and the Human Condition Dr. Cindy Epperson
Over the next two weeks, we will examine moral evil through a case study that is commonly referred to as the My Lai Massacre. Several exercises will be completed to develop an understanding of the decisions
made by the officers and the men of Charlie Company (AKA Company C) resulting in the destruction of
the village and the death of 508 unarmed villagers.
To complete the following exercises utilize:
• American Red Cross Exploring Humanitarian Law (EHL) video, “What We Did At My Lai,” and
the video transcript
• EHL “Attack on My Lai – Background” sheet
• The Chain of Command and Consequences sheet (adapted from EHL)
• Charlie Company Profiles and “What Each Soldier Actually Did” (adapted from EHL)
• EHL Pocket Card
• The American Experience My Lai video, transcript and timeline at
http://video.pbs.org/video/1475790127
• Chapters 1 and 3 from Morality’s Muddy Waters (Cotkin, 2010), in particular Chapter 3 “The
Moral Mystery of My Lai”
• Chapter 5 “Local Moral Universe” from Confronting Evil: Two Journeys (Katz, 2004)
• “Anybody’s Son Will Do” (Dyer, 1985) in War. Crown Publishers.
• “My Lai: A Military Crime of Obedience” (1989) in Crimes of Obedience: Toward a Social
Psychology of Authority and Responsibility. Yale University Press.
Exercise I: Record the following facts about the My Lai Massacre based on the EHL document,
“Attack on My Lai – Background” and the assigned reading, “The My Lai Massacre: a Military Crime of
Obedience.”
• When - Date and time and why both are important:
• Where - Place:
• What happened:
Exercise II. The transition from civilian to soldier is the objective of basic training. In U.S. military
basic training, the civilian is desocialized so that his/her sense of self is significantly diminished and s/he is resocialized to be an effective and efficient solider. Make a list of the traits of an effective and efficient
soldier who is placed in the context of war. Your list should take into consideration the research we have
studied over the past month (Lewin, Milgram, Zimbardo, Hoffer, Katz, Asch, Fletcher and Royce).
Utilize Dyer’s (1985) article, “Anybody’s Son Will Do” to make your list.
•
•
•
•
ST. LOUIS COMMUNITY COLLEGE, Merimac, Missouri
Sociology/Global StudiesBehavioral Science
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Classroom Exercise: My Lai Chain of ConsequencesIDS 101: Evil and the Human Condition
Dr. Cindy Epperson
Moral evil, “purposeful destructiveness and cruelty toward other human beings” assumes free will which implies that humans are rational decision
makers or at least have the potential to be (IDS 101 course syllabus, p. 1). Many decisions were made that led to massive death and destruction in the
village of My Lai on March 16, 1968. For the two soldiers you have been assigned, walk through the Chain of Consequences recording the decisions
each man made and how each decision led to another one. On the back page of this document is the “Immediate Chain of Command at My Lai” to
assist your understanding of U.S. military command in 1968. Complete a sheet for each man. Your chains will be shared with the class in 15
minutes.
Chain of Consequences - My Lai Massacre, March 16, 1968, Adapted from EHL Module 3
Evening of March 15,
1968: Captain Medina’s pep
talk and instructions to
the men of
Charlie Company for
the next day’s mission to
destroy the village of My
Lai
Dilemmas
Dilemma Worksheet
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Explorations4A: Rationales and options for dealing
with IHL violations4B: Judicial options
4C: Non-judicial options
Why learn about international justice?
� Importance of US role internationally
� Replace culture of impunity with one of
accountability
� Consequences of violations
� Why does “justice” matter?
� “No peace without justice”
Benefits of EHL for Community Colleges
• Criminal Justice• Pre-Law• World & U.S. History• International Studies• Comparative Government• Political Science• Conflict Resolution• Peace Studies• Psychology• Sociology• Military Science
Community Colleges:
Where Do International Justice Issues Fit?
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Genocide � Defined as "any of a number of acts committed with the intent to
destroy, in whole or in part, a national, ethnic, racial or religious group: killing members of the group; causing serious bodily or
mental harm to members of the group; deliberately inflicting on the
group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to
prevent births within the group, and forcibly transferring children of
the group to another group" (United Nations, 1948).
� April is Genocide Awareness Month
� Joint course projects� IDS 201: Universal Human Rights and
Painting 1 and 2, Advanced Painting
� IDS 201: Universal Human Rights and
Photo Imagining I
ST. LOUIS
COMMUNITY COLLEGE, Merimac, Missouri
Sociology/Global StudiesBehavioral Science
4A: Dealing with violations
Dilemma Worksheet
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4B: Judicial Options
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4C: Non-Judicial Options
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Media page
Explorations5A: Needs that arise from the devastation of war5B: Planning a camp for people displaced by war5C: Focus on protecting prisoners5D: Focus on restoring family links5E: Ethics of humanitarian action
What are the basic human needs?
Needs that arise from the devastation of war
• What are the resources that have been
lost or destroyed?
• What are the resulting needs of people
impacted by war or disaster?
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5B Photo Collage
Cindy Epperson | IDS 201: Universal Human Rights (Capstone)Ph.D., Professor, Sociology, Global Studies Program Coordinator
• Research Oriented Capstone Course
• Interdisciplinary
• Develop Global Competence
• Knowledge, skills and values
• Active learning
• Student Engagement and Ownership
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IDS: 201 Universal Human RightsIDS: 201 Universal Human Rights
• Previously studied the topic of the United Nations, International Human Rights Law, Genocide, etc.
• Connect theory (e.g., the Universal Declaration of Human Rights) to practice
• Then two weeks on displaced persons
• Based on the Red Cross Exploring Humanitarian Law (EHL) curriculum
• Goal to learn about human rights issues pertaining to displaced persons (DPs)
• Connection between current events with global implications to the international systems in place to work with displaced persons (IDPs
and Refugees)• Why should I care component?
• Why my course work matters beyond my course grade?
Second LifeSecond Life
DownloadableFree
ExtensiveModifiable
BasicCollaborative
Second LifeSecond Life
• Learning about global issues• Engaging the web generation/
with tools they enjoy• Problem based learning
• Active Learning• Shy students behind avatars
• Collaboration with others in and outside of class
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Why does IHL education matter?
• At the core of the Red Cross
mission
• Educating future humanitarians
• Tomorrow’s political, military
leaders
• Global competencies &
competitiveness
• Future servicemen and women
• Positive choices and contributions
� strong communities
More than half of adults (55 percent) feel they are familiar with
the Geneva Conventions and IHL. For youth 12-17 years old, one
in five feel familiar with these rules and laws.
1%
9%
19%
46%
32%
27%
48%
17% 1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Youth 12-17
Adults
Very familiar Somewhat familiar Just Know Name Never Heard of Them Not Sure/Don't Know
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Youth are more likely than adults to believe that these actions
are always or sometimes acceptable.
55%
51%
29%
30%
20%
6%
59%
37%
30%
9%
56%
71%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Refusing to allow prisoners to be visited by a representative from a
neutral organization to confirm that they are being treated well.
Torturing captured enemy soldiers or fighters in order to get important
military information.
Killing enemy prisoners in retaliation if the enemy has been killing the
prisoners that it captures
Depriving civilians in combat areas of food, medicine, or water in order
to weaken the enemy.
Taking civilian hostages to be used in bargaining with the enemy.
Deliberately attacking religious and historical monuments when there
are no enemy combatants present
Adults Youth
Youth: Nearly 8 in 10 believe that the U.S. should
educate youth on the laws and rules of war.
31%
23%
48%
55%
24%
34%
23%
23%
Putting more restrictions on the
trading of weapons around the
world
Strengthening the enforcement
of the laws and rules that limit
what combatants can do in war
Working on increasing the
accuracy of weapons to reduce
unintended civilian casualties
Educating young people on the
laws and rules of war before
they are old enough to vote or
enlist in the military
5 Completely Agree 4
What’s in the American Civil War Lessons?
Humanitarian Acts: What Can Bystanders Do?
The Lieber Code: Limiting the Devastation of War
Responding to the Consequences of Armed Conflict:
Planning a Camp for Civil War Prisoners
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Professional Development
Want to Learn More?
• Visit www.redcross.org/ehl• Sign up for email updates and
newsletter• Attend an EHL Workshop
• Access the curriculum• Follow us on Twitter: @RulesOfWar!
www.twitter.com/rulesofwar• Visit the EHL Virtual Campus: www.