Exploring Humanitarian Law

What International Humanitarian Law (IHL) Contributes to Reconciliation and Forgiveness in the Context of Torture, Abuse, and Bullying

James Lane (Educational Consultant) Paul Frankmann (Harmon Middle School) Laurie Fisher (American Red Cross)

4th International Summit on Conflict Resolution Education Cuyahoga Community College, Cleveland, Ohio

June 10th , 2011

Introductions- Who, Where, What

Channel Setting Instructions for ResponseCard RF 1. Press and release the "GO" button. 2. While the light is flashing red and green, enter the 2 digit channel code (i.e. channel 1 = 01, channel 21 = 21). 3. After the second digit is entered, Press and release the "GO" button. 4. Press and release the "1/A" button. The light should flash yellow to confirm.

Who are you?

1. TeacherElementary or Secondary 2. College or University Professor 3. Social Agency Worker 4. Government Official 5. Other

Where are you from?

1. United States 2. Caribbean 3. Latin America 4. Africa 5. Europe 6. Asia-Pacific 7. Other

What issue is most important to the people you work with?

1. Torture 2. Bullying 3. Gangs / Youth Violence 4. Domestic Abuse 5. Discrimination 6. Civil Unrest 7. Other

A World of Conflict

Image Source: Population Action International

Agenda Part I
Introductions Mar 2011 IHL Survey Questions EHL Programme Overview Human Dignity and Humanitarian Acts Bystander Dilemma Captive and Captor Basic Rules of IHL Combatant Dilemma

Agenda Part II
Dealing with Violations of the Rules of War Who is Responsible? Judicial Options Non-Judicial Options Needs of Victims and the Community Apology and Forgiveness Torture is Torture Where do we go from here?

International Humanitarian Law

Survey on

Report Date: March 2011 Research conducted by ORC International

What is your connection to the military?

1. I am currently on active duty or serving in the reserves. 2. I am a veteran of the armed forces. 3. I have a close friend or relative on active duty or serving in the reserves. 4. I have a close friend or relative who is a veteran. 5. None of the above.

How Familiar are you with the Geneva Conventions and International Humanitarian Law (IHL)? 1. Very Familiar 2. Somewhat Familiar 3. Just Know Name 4. Never Heard of Them 5. Not Sure / Dont Know

Familiarity with Geneva Conventions and IHL

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.

There is a body of law about how wars should be conducted, including the Geneva Conventions and International Humanitarian Law. These laws have been adopted by every country in the 12 world. How familiar are you with these rules and laws? Would you say you are. . .

Familiarity with Geneva Conventions and IHL

Variations in Familiarity: Military vs. NonMilitary

Note: Very/Somewhat Familiar (Adults Only)

There is a body of law about how wars should be conducted, including the Geneva Conventions and International Humanitarian Law. These laws have been adopted by every country in the 13 world. How familiar are you with these rules and laws? Would you say you are. . .

To what exent is it acceptable to torture captured enemy soldiers or fighters in order to get important military information?

1. Always Acceptable 2. Sometimes Acceptable 3. Rarely Acceptable 4. Never Acceptable 5. Unsure/ Dont Know

Acceptability of actions during war

Variation in acceptability of torture of enemy soldiers

Youth are more likely than adults to believe that torturing captured enemy soldiers is either always acceptable or acceptable in some circumstances.

To what extent is it acceptable for soldiers and fighters to take the following actions in war? For each action, please tell me if it is always acceptable, is acceptable in some circumstances, or if it 15 is never acceptable. Torturing captured enemy soldiers or fighters in order to get important military information

To what exent is it acceptable for an American soldier who has been captured with important military information to be tortured by the enemy for that information?

1. Always Acceptable 2. Sometimes Acceptable 3. Rarely Acceptable 4. Never Acceptable 5. Unsure/ Dont Know

Acceptability of actions during war

Variation in acceptability of torture of American soldiers

Youth are more likely than adults to believe that the torture of a captured American soldier is either always acceptable or acceptable in some circumstances.

17

From what you know, if an American soldier who has important military information is captured, is it acceptable for enemy soldiers to torture the soldier to get that information? Would you say it is. ..

Rules and Laws governing actions in war are a good way to reduce human suffering. What is your opinion?

1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

Attitudes on adopting rules and laws

Adults (55 percent) are more likely than youth (44 percent) to believe that rules and laws governing actions in war are a good way to reduce human suffering.

19

Using a 5 point scale with 5 being completely agree and 1 being completely disagree, to what extent do you agree or disagree that adopting rules and laws to govern what actions are acceptable in war is a good way to reduce the human suffering caused by war?

To reduce war casualties, the U.S. should educate young people on the laws and rules of war before they are old enough to vote or enlist in the military. What is your opinion?

1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

Attitudes on role of U.S. government in reducing war casualties

Youth: Nearly 8 in 10 believe that the U.S. should educate youth on the laws and rules of war.

Note: Top 2 Box Using a 5 point scale with 5 being completely agree and 1 being completely disagree, to what extent do you agree or disagree that the U.S. government should take the following actions to 21 reduce the number of civilians who are hurt in war?

Whats 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?

WHAT IS HUMAN DIGNITY?

Explorations 1A:What can bystanders do? 1B: Looking at humanitarian acts 1C: A bystanders dilemma

1B: Humanitarian acts

1B: Humanitarian Acts

Media Page

In the News this year Human and Natural Disasters BP Gulf Oil Spill War in Afghanistan Egypt Revolution Japan Tsunami and Nuclear Disaster Libya Intervention Tornadoes in American South Osama Bin Laden

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

2A The Blindfolded Captive

2A Photo Collage

Basic Rules of IHL

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?

Dilemmas

Dilemma Worksheet

Explorations 4A: Rationales and options for dealing with IHL violations 4B: Judicial options 4C: Non-judicial options

Should people who break the rules of war be punished?

1. Yes 2. No 3. Dont Know

In your opinion what should be done to those who broke the rules of war once the war is over?

1. Put on Trial and Punish 2. Expose to the public, but no trial 3. Get amnesty with no public exposure 4. Not Sure / Dont Know

4A: Dealing with violations

Attitudes on punishment for violators of rules

Attitudes on punishment for violators

Adults are more likely than youth to believe that those who break the rules of war should be put on trial and punished.

41

When a war is over, how should those people who broke the rules of war be treated? Should they be. .

Use of Quotes
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.

A lack of protest can confirm the perpetrators faith in what they are doing. - Ervin Staub

-Elie Wiesel

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

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 EHL@usa.redcross.org

EHL Virtual Campus- http://www.ehl.icrc.org

American Red Cross EHL Site- http://ehl.redcross.org

Professional Development

Connecting EHL: Subject Areas

NEW! American Civil War Lessons

Explore

Humanitarian acts on both sides of the battlefield

Discover

How todays basic rules of humanitarian law emerged

Engage

Students in exciting hands-on activities to meet humanitarian needs

Questions?

And Remember

Exploring Humanitarian Law Program International Services Department American Red Cross, NHQ 2025 E Street, NW Washington, DC 20006 EHL@usa.redcross.org www.redcross.org/ehl
Image Source: Left International Committee of the Red Cross; Right International Committee of the Red Cross/M. Kokoc