Exploration 2A introduced students to the rules of war, and Exploration 2B provided examples of precursors to those rules of international humanitarian law (IHL). Exploration 2C looks in depth at one evolving area of IHL: the rules governing the recruitment and use of children by armed forces or groups.
It begins by taking a look at childhood and the needs of children. It then uses photos, a film and readings to communicate to students the experiences of child soldiers, and to help them understand the consequences of these experiences for the children themselves and for their societies. Finally, the exploration looks at the recruitment and use of children in armed conflicts around the world in such a way that no one can dismiss this practice as occurring in 'another part of the world.'
In the Methodology Guide, review teaching method 6 (Using stories, photos and videos) and workshops 4 ("Using photographs to explore human dignity"), 5 ("Building on students' ideas: The basics of international humanitarian law") and 6 ("Viewing videos: Focus on child soldiers").
If possible, view the relevant chapters of the teacher video (Viewing videos: Preparation and discussion and Student presentations: "If you could speak to the world").
Three 45-minute sessions
Begin with a discussion about children and their particular needs.
Present "Photo collage 2C," of child soldiers from around the world. Have each student or group choose one photo and explain why they chose it.
Divide the class into small groups, and have each group discuss the following questions and reach an agreement on the minimum age for the recruitment and use of children by armed forces or groups:
In the EHL programme, 'child soldier' means a child who has been recruited or used by an armed force or armed group in any capacity. This includes children who have been used as fighters, cooks, porters, messengers, spies, or for sexual purposes. It does not refer only to children who take a direct part in fighting.
Have all groups report and explain how they reached their decisions. Present the graph "What should be the minimum age for combatants?".
Present "What does international law say?".
After they have learned about the definition of 'child' as provided by international law, have students review their ideas on the subject.
Then ask them to compare their conclusions on the minimum age for recruiting or using children in armed conflict and the age set by international law.
Explain that the protections provided by international law cover the recruitment and use of children in armed conflict. Then have students brainstorm about how to enforce the law with regard to child soldiers.
Point out that, despite the rules on the recruitment and use of children in armed forces and groups, this practice continues in many parts of the world.
Sample responses follow.
Why commanders want them:
Why young people might join:
Introduce and view the video I don't want to go back, in which students will meet two former child soldiers (a boy and a girl) and a commander. Plan to show the video twice.
After the first viewing, ask students for their initial thoughts and feelings.
To help students with the discussion and as preparation for the second viewing, distribute copies of the transcript. Have them reflect on the initial remarks made by Comfort and Abraham.
Use the transcript and students' memory of I don't want to go back to discuss the views expressed by Abraham's commander.
Begin by asking students what they know about the use of child soldiers in different contexts around the world.
Present the map "Child soldiers around the world."
The EHL curriculum is periodically updated. For the most recent version, please download the PDF version of this module.