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Beyond Classroom Borders: Educating Globally Engaged

Thinkers & Community Leaders

Andres Reyes, Bunker Hill Community College

Laurie Fisher, American Red Cross

American Association ofCommunity 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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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.

ehl.icrc.org

For more information: EHL@redcross.org