PROTECTING EDUCATION IN COUNTRIES AFFECTED BY CONFLICT PHOTO:DAVID TURNLEY / CORBIS

CONTENT FOR INCLUSION IN TEXTBOOKS OR READERS Curriculum resource Introducing Humanitarian Education in Primary and Junior Secondary Education Front cover A Red Cross worker helps an injured man to a makeshift hospital during the Rwandan civil war

XX Foreword

his booklet is one of a series of booklets prepared as part of the T Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non- governmental organisation. The booklets were prepared by a consultant team from Search For Common Ground. They were written by Brendan O’Malley (editor) and Melinda Smith, with contributions from Carolyne Ashton, Saji Prelis, and Wendy Wheaton of the Education Cluster, and technical advice from Margaret Sinclair. Accompanying training workshop materials were written by Melinda Smith, with contributions from Carolyne Ashton and Brendan O’Malley. The curriculum resource was written by Carolyne Ashton and Margaret Sinclair.

Booklet topics and themes Booklet 1 Overview Booklet 2 Legal Accountability and the Duty to Protect Booklet 3 Community-based Protection and Prevention Booklet 4 Education for Child Protection and Psychosocial Support Booklet 5 Education Policy and Planning for Protection, Recovery and Fair Access Booklet 6 Education for Building Peace Booklet 7 Monitoring and Reporting Booklet 8 Advocacy

The booklets should be used alongside the with interested professionals working in Inter-Agency Network for Education in ministries of education or non- Emergencies (INEE) Minimum Standards for governmental organisations, and others Education: Preparedness, Response, Recovery. concerned with education for populations References to the most relevant standards affected by armed conflict or insecurity. for the content of each booklet are given in If referenced, please use the following the resources section. text: Global Education Cluster, This booklet, Curriculum Resource: Curriculum Resource: Introducing Introducing Humanitarian Education in Humanitarian Education in Primary and Primary and Junior Secondary Education, Junior Secondary Education, Protecting can be used with Booklet 6. Education in Countries Affected by Please feel free to share these booklets Conflict series (2012) Contents

6 Protecting people in crisis situations: An overview of humanitarian principles

8 TOPIC 1 We are all human beings

9 TOPIC 2 Henry Dunant, Part 1: A boy who changed the world

11 TOPIC 3 Henry Dunant, Part 2: Helping wounded soldiers

14 TOPIC 4 The Geneva Conventions

16 TOPIC 5 Preventing use of child soldiers

18 TOPIC 6 Protecting women and girls

21 TOPIC 7 The International Criminal Court (ICC)

23 TOPIC 8 Protecting prisoners of war

26 TOPIC 9 The Red Cross/Red Crescent Movement at work

29 TOPIC 10 Helping strangers: Some organisations in your own country

29 TOPIC 11 Helping people yourself 33 Annex 1: Notes for teachers 35 Annex 2: For reference 38 Text for the first Geneva convention 40 Glossary 41 Sources Preface

Why is ‘humanitarian education’ of the global Red Cross and Red Crescent important? Movement, which aims to prevent and respond to human suffering, with basic very society is susceptible to crises such operational principles including humanity, E as natural and man-made disasters. neutrality and impartiality, and Many countries today face civil or contributed to the development of international conflict. These events can humanitarian work in general. Dunant’s cause immense suffering. Schools can play proposal for what became the first Geneva an important role in helping students Convention was a significant development develop concepts, skills and values to help in international humanitarian law. others in such times of difficulty, and likewise to understand the principles Who is this booklet for? underlying humanitarian law, which aims This booklet is being offered as a resource to protect life and dignity and lessen for Ministries of Education, especially suffering during armed conflict. national Curriculum and Textbook The term ‘humanitarian education’ is Development departments, centres or used for this type of learning that enables institutes, and other education providers young people to: (as well as interested teachers). It is hoped that ministries will review the topics • analyse events and phenomena from a covered here and consider including them humanitarian perspective in social studies, language or other subjects, • take action in the spirit of humanitarian lessons or textbooks, after translation and/ principles and values i or adaptation to local needs. The examples • where appropriate, explore basic rules of of possible lesson materials have been international humanitarian aw and other developed for upper primary or lower relevant bodies of law. secondary schooling. The present booklet illustrates how Humanitarian education introduces humanitarian concepts can be introduced students to ways of protecting and helping using simple language. Each topic includes other people in times of crisis, even if those core material in larger print and ‘extra people are not personally known to them notes’ in boxed text. This approach or part of their own social group. recognises that there will be different The story of Henry Dunant, the founder reading capacity in different settings and of the Red Cross, whose work inspired for different age groups. In particular, some humanitarian action and law, can be countries educate in the mother tongue. In included in school programmes to help this case, it will be quite easy for the students think more deeply about human students to understand and discuss quite dignity, human values and behaviour. sophisticated content. If, however, primary Dunant wanted to help men wounded in and junior secondary education is not in battle regardless of their nationality, on the the mother tongue, then textbook basis that they were all human beings in language must be very simple. need. This concern led to the establishment The ‘extra notes’ can be used by more

3 advanced students, or by teachers for identity. The materials in the booklet are personal orientation to the subject matter designed to be accessible to teachers with and for materials development. limited opportunities for professional training and limited classroom resources, What teaching methods are needed including in countries affected by or at risk and why? of armed conflict or natural disasters. The aim is to encourage students to There is a ‘Teachers Notes’ section at the internalise and act upon humanitarian end of the booklet that provides guidance values. The teacher has therefore to for classroom instruction. encourage class discussion in which students examine their own personal Must we use all the lesson topics, response to the issues raised in the lesson. stories and questions? This discussion has to first ensure that the No. As a teacher or curriculum developer, lesson has been understood and then the materials provided here are examples. encourage students to freely discuss the Some stories and questions may be more values and behaviours featured in the applicable than others. Perhaps you can lessons. Such discussion helps students to find true stories from your own country commit themselves to the ideas and values that will be more appropriate. For put forward. example, you can find stories of people The lessons use stories based on true who have helped organise relief after a incidents. The underlying theme is that we natural disaster. You can add stories or are all human beings with similar needs. information about your national Red Cross We must respect each others’ needs even or Red Crescent Society, and about during armed combat and following humanitarian work by non-governmental natural disasters. organisations (NGOs) in your country. Such values-based lessons are critical for It is important to leave about half of each students’ future behaviour as individuals, lesson period for active class discussions on citizens and in some cases in military roles. the questions raised by each story or topic, Class discussion should help students ask and perhaps for acting out some of the themselves how they would behave if there stories. This might mean that some topics were conflict and how they might help could take two or more lessons to cover in others in any times of crisis, including full, especially if local examples are added. people who are not members of their own If necessary, some topics or stories can be social group. omitted. Where the mother tongue is not used in Ideally, these topics will be introduced the official curriculum, it may be useful for in upper primary school and then re-visited the teacher and students to review this type in junior secondary school. The materials of lesson content a second time, in the in this booklet can be divided between mother tongue, and to allow discussion in these levels, or extra content can be added. the mother tongue. This is especially It is important to include key messages important for encouraging values and about Henry Dunant, the Geneva behaviour change linked to personal Conventions and humanitarian action in

4 primary school, if many students are expected to drop out before junior secondary school. This is especially true if the country is at risk of armed conflict.

How can these materials be introduced into an education system? A first step is to hold discussions and workshops with specialists responsible for curriculum and textbooks in education ministries and non-governmental organisations (NGOs). The Lessons can then be adapted as necessary and used initially in pilot schools. This will give experience and insight into how to adapt the contents to the local context including national or local culture and history, student reading abilities, teachers’ need for support, and so on. The network of pilot schools can be expanded as desired, while teacher training is developed and content is chosen for inclusion in future textbooks.

How do these lessons relate to school subjects? The materials in this booklet can stand alone, if room is made in the timetable for this topic, or they can be included in social studies or citizenship textbooks, or in subjects such as history, languages, ethics/ morals, life skills, religious studies, human rights or peace education. The materials should be taught as a clearly defined unit of studies, with boisonnas

k students well aware that this is education ri É that relates to values and behavioural d É r

f development as well as factual knowledge. dr Because of the emphasis on active class

cicr discussion, there should be benefits also in Henry Dunant, the founder of the Red terms of thinking skills, which will help Cross, whose work inspired humanitarian

PHOTO: with all school subjects. action and law

5 What other materials are available? protect life and health, and uphold human More advanced material, suited to older dignity especially during armed conflicts students, teacher preparation and training, and other emergencies such as natural is available on the ICRC’s website disasters.iii (www.icrc.org) which includes a ‘virtual Topics 3 to 9 illustrate the origins of, and campus’ of course materials entitled some of the issues covered by, international ‘Exploring Humanitarian Law’ and other humanitarian law, while Topics 1, 2, 10 reference materials. The national Red and 11 relate to humanitarian action by Cross or Red Crescent Society in your organisations or individuals. country can assist with technical support. The youth programme ‘Youth – Agents of Behavioural Change’, developed by the Protecting people in crisis situations: International Federation of the Red Cross an overview of humanitarian and Red Crescent Societies may be a good principles source of more advanced materials. Humanitarian law and actions Shall we use the terms The present booklet offers ideas for lessons ‘international humanitarian law’ on how action based on humanitarian and ‘humanitarian action’? principles can protect people in times of The word ‘humanitarian’ has been omitted war or other crises. The basic humanitarian from the main text in the present booklet, principle is to reduce human suffering, since students may have limited reading without discrimination according to skills. However, it is for each education nationality, gender, ethnic, religious or provider to decide if, when and how to use other status. this term or its equivalent in a International humanitarian law national language of instruction. (also referred to as the laws of ‘International humanitarian law’ armed conflict or the laws of war) is a set of international rules that is a set of international rules that seeks to limit the effects of armed seeks to limit the effects of armed conflict, whether international or conflict whether international or non- non- international. It international. It protects persons protects persons who are not or are who are not or are no longer no longer ica f participating in participating in the hostilities and the hostilities and scienti restricts the means and methods of restricts the means and methods of ue ii q warfare. ‘Humanitarian action’ warfare. It was first codified in the

anti refers to actions carried out by initial Geneva Convention in organisations or individuals that 1864, which set out rules for the

PHOTO: seek to alleviate human suffering, care of wounded soldiers. It was

6 then further developed in the Geneva law establishes rules to ensure correct Conventions of 1949 and their Additional behaviour in the conduct of war. Protocols of 1977, which represent current Humanitarian action provides protection international humanitarian law. The and assistance to people in crisis situations present booklet introduces some of the during both peace and war. ideas and rules underlying those conventions. These principles include: Relation to human rights Human rights refers to basic rights and • distinction between combatants and freedoms that all people are entitled to civilians during warfare regardless of nationality, sex, national or • humane treatment of all non- ethnic origin race, religion, language, or combatants other status. Human rights include civil • special protection of women, children, and political rights, such as the right to life, medical personnel, prisoners of war and liberty and freedom of expression; and other groups of people affected by armed social, cultural and economic rights conflict. including the right to participate in culture, the right to food, and the right to This booklet mentions only a very small work and receive an education.iv Since the part of international humanitarian law, UN General Assembly adopted the notably the Geneva Conventions. Universal Declaration of Human Rights in International humanitarian law includes 1948, the international community has many other treaties on the protection of created various human rights treaties civilians and on topics such as the conduct committing governments to observe these of war, the regulation of weapons, rights. Many relate to basic needs, such as landmines, naval and air warfare, and the the right to life, to food, health and protection of the environment. Ideally, education, and to civil and political there should be follow-up lessons in higher liberties, and preventing discrimination. grades of schooling, drawing on the ICRC’s Human rights law applies at all times, both ‘Exploring Humanitarian Law’ in peace and war (though some rights may programme and the resources of the be limited or suspended in situations of International Federation of the Red Cross emergency). and Red Crescent Societies. Humanitarian action is illustrated by the Relation to the international work of Red Cross/Red Crescent National criminal court Societies and other organisations that care The Rome Statute of 1998 set up the for fellow human beings at risk due to International Criminal Court in The conflict, natural disaster or other crises. Hague, The Netherlands, which can Humanitarian action requires care for prosecute people who commit the most those in need, without discrimination serious crimes of concern to the according to nationality, gender, ethnic, international community as a whole, ie religious or other status. war crimes, genocide and crimes against In summary, international humanitarian humanity.

7 Sample lesson materials

Help and respect for others in times toward his shop. They were shouting. In of crisis situations: An introduction front of them was a small boy running fast. to humanitarian values The big boys were calling him bad names. The small boy was trying to get away from them. The small boy ran behind the shop TOPIC 1 and knocked on the door. Quickly, the We are all human beings shopkeeper opened the back door of his shop to let the boy in. He shut the door and Learning objective: locked it. “What is your name?” he asked. You will know the meaning of ‘human “Tep,” said the boy. The shopkeeper let the being’. You will understand the boy hide in his shop. importance of helping strangers in time of need. Questions • What did the shop owner do? We often help our family and friends. • Did the shop owner know the boy’s Sometimes we help people we do not name? know - we help strangers. Here is a story • What did the shop owner think? about a shopkeeper and how he helps a • Was he afraid? boy he does not know. • Would you open the door? The Brave Shopkeeperv The shop owner was brave. The boys from There is a road in Bangkok where boys the Mechanics School might attack him often fight. There is a Mechanics School because their ‘enemy’ was hiding in his at the end of the road. One day, some big shop. The shop owner was unselfish. He boys from the Mechanics School saw a was not thinking about money. The boys small boy from another school walking from the Mechanics School might not buy alone. The boy’s name was Tep. things from his shop in future. The big boys ran after Tep and called But the boys from the Mechanics School him bad names. Tep ran away from them did not see Tep go into the shop. They as fast as he could. He ran towards a little walked away. Tep was safe. “Thank you,” shop at the corner of the road. he said to the shop owner. The shop owner said, “I must help you. It is my duty to help Questions any person who needs help. You are not my • What is the small boy’s name? brother or son. I did not know your name. • Where is Bangkok? But you are a human being like me. We • What is the story so far? must all help each other when we can.” • How did Tep feel? • What could Tep do? Questions • What does ‘human being’ mean? The owner of the little shop often sold • What does ‘stranger’ mean? things to boys from the Mechanics • Can you tell the whole story in your School. He saw some big boys running own words?

8 • Why did the shop owner open the door We will talk about humanitarian action, and help Tep? which means helping people who are in • If boys or girls in your school need help, need, for example with food, water, will you help them? shelter, and health care. This help must be available to people Key message whose need is greatest, without The shop owner was right. We are all discrimination by nationality, gender, human beings. religious, political or other status. We all need to be safe. We all need food and water. We all need friends. Sometimes we need help. TOPIC 2 We must help other human beings Henry Dunant, Part 1: when they need help. Sometimes others A boy who changed the world will help us. Learning objective: You will be able to tell the story of Henry Extra notes Dunant and how he cared for other human We are all human beings and have similar beings. needs. These needs include respect for our shared human dignity. This story is about a boy who wanted to Human dignity is the dignity we have help other people. He became famous. because we are human beings. When he was an old man he was given the This dignity is the same if we are Nobel Prize for Peace. His name was Chinese, Indian, African, American or Henry Dunant. Here is his story. from other places. Human dignity is the Henry was 14 years old. He lived in same for rich and poor people, for women Geneva, a town in Switzerland. One day and men, for children and adults, for his mother and father went to his school to friends and enemies, and people of see the headmaster. different religions. Henry sat with them in the headmaster’s Respect for all human beings and their room. The headmaster had bad news for needs and for human dignity is the basis of them. “Henry has failed his Latin exam humanitarian principles and values, as well again. He is bottom of his class. He has to as the foundation of human rights. leave the school,” he said. In this book, we focus on humanitarian His father and mother did not have principles and values, which mean enough money to send him to a private respecting the needs and human dignity of school.vi His mother sat down and cried. other human beings even if they are strangers or belong to a different social Questions group or are enemies. This includes • What was the boy’s name? wounded soldiers, prisoners of war, and • Where is Switzerland? men, women or children who are not • What is the Nobel Peace Prize? fighting. • What is the story so far?

9 Henry said, “I will do good things in my churches. They washed their wounds. life even if I am not good at Latin and They gave them food and water. Henry maths.” Henry often went with his mother went to buy bandages. to help orphans. He often went with his Henry told the women that they must father to take food to poor families in help all the wounded soldiers. They are all Geneva. “Why do we do this?” he asked. human beings whether they come from His mother said, “We should help other France, Italy or Austria. people when they have problems.” They are not fighting now and we must Henry got a job and worked hard. He help them all. The women said, “Tutti did well. Then he set up his own business. fratelli”, which means “All are brothers” in His mother said, “I think you will be rich.” Italian. But his life changed one day. Some of the men were dying. Henry sat Henry wanted to see Napoleon the with them and wrote letters to their Third, the Emperor of France, to ask for families. They asked him to write, “Please help with his business. The year was 1859. ask my father to comfort my mother” and The emperor was in Italy with his army, other messages. near a town called Solferino. Henry’s life was changed. Now he could Henry went to Italy. But Henry did not only think, “How can we help people who see the emperor. There had been a very big are wounded during wars?” He decided to battle at Solferino, with many thousands of make it happen. soldiers, and many cannons (big guns) pulled by horses. After the battle, there Questions were many thousands of dead soldiers. And • How did Henry help the wounded there were many thousands of wounded soldiers? soldiers in pain and asking for water. Henry • Which soldiers did he help? French? wanted to help them. Italian? Austrian? • What did the women say? Questions • Imagine that you were not Italian but • Can you tell the story in your own were fighting in Italy. You have been words? wounded in battle. • Why did Henry go to Italy? • Would you like an Italian person to give • Did he see the emperor? you a drink of water? • What did Henry see? • Would you like an Italian doctor or • What did Henry want to do? nurse to help you? • Why did Henry want to help the wounded soldiers? Henry thought, “All wounded men are human beings like me. I want to help Some of the wounded soldiers were from them.” This was his lesson for us all. France and from Italy. Some were from Austria. Henry organised women from Key message the nearest town to take care of them. The We can help other human beings when women made beds for them in houses and they need help.

10

Extra notes TOPIC3 Geneva is a town in the west of Henry Dunant, Part 2: Switzerland. Geneva is very near to France Helping wounded soldiers and the citizens of Geneva speak French. Today there are many international Learning objective: organisations in Geneva, including the You will understand how one person can United Nations Office in Geneva and the have the power to help many others. You United Nations Agency for Refugees. In will be able to describe the early history of the next lesson we will read about the the ICRC. International Committee of the Red Cross, which was set up after the battle of Henry Dunant saw that wounded soldiers Solferino. were in pain and needed help. They were Its main office is in Geneva. The human beings like him. He helped International Federation of Red Cross and wounded soldiers from France, from Italy, Red Crescent Societies also has its main and from Austria. But who would help office in Geneva. wounded soldiers in future wars? Solferino is a small town in northern Henry went home to Geneva. Henry Italy. In 1859, it was part of the Piedmont talked with his friends in Geneva about the region of Italy. In the battle of Solferino, battle. He wrote a book about the battle there were 140,000 soldiers from France and how the wounded soldiers needed and the Piedmont and 130,000 soldiers help. He went to see important people in from Austria. Europe: kings, queens, princes, generals After the battle, 35,000 were wounded, and government officials. He gave them a 6,000 were dying or dead, and there was copy of his book. He told them about how little attempt to provide care. thousands of soldiers were wounded in the Dunant himself organised the civilian battle and how he helped them. He asked population, especially the women and these important people to help. girls, to provide assistance to the injured Henry said, “Each country should have and sick soldiers. a society of people who will help wounded They lacked sufficient materials and soldiers during battles. They should have supplies, and Dunant organised the medical training on how to treat wounds. purchase of needed materials and helped They should treat all wounded soldiers erect makeshift hospitals. who were part of the battle: soldiers from Dunant convinced the population to help the side that won the battle and soldiers the wounded without regard to their side in from the side who lost.” the conflict in the spirit of the slogan, Tutti“ Henry’s friend said, “The enemy may fratelli” (All are brothers). shoot at the medical workers.” He also succeeded in gaining the release Henry said, “We need a law to tell of Austrian doctors who had been captured soldiers not to shoot at medical workers. by the French so that they could treat the All countries must agree to this law.” wounded.vii Henry met with four friends in Geneva.

11 The signing of the first Geneva Convention at the Swiss capital's City Hall in1864

They set up a society to discuss these ideas. In 1864, the government of Switzerland They invited leaders from different invited other governments to come to countries to come to Geneva for a meeting. Geneva. Henry asked them to set up national They agreed a law was needed to care societies in their countries to help the for the wounded and protect medical wounded. They asked themselves, “How workers during battles. This law was called will the soldiers know they are medical the Geneva Convention.

dr workers?” They all agreed to use a red Later, Henry’s society was given a new . cross on a white cloth for their flag and for name. It was called the ‘International cicr arm-bands. Committee of the Red Cross’, or the q/ ICRC. ares m

u Questions Henry’s idea was popular. Many D • What did Henry do after he went back countries have set up a Red Cross or Red and

m to Geneva? Crescent Society. They are easily identified r A • What did Henry want? thanks to an emblem: some use a flag with by g : • What is an arm-band? a red cross or a red crescent or a red crystal • Why must medical workers wear an on white cloth.

paintin arm-band during a battle? Have you seen one?

12 Questions battle. Henry Dunant's book was a huge • What idea did Henry have about helping success. It was translated into virtually all wounded soldiers? the European languages and read by the • What idea did Henry have about a new most influential people of his time. Among law? them was Gustave Moynier, a citizen of • Did governments agree to Henry’s Geneva, who was a lawyer and chairman of ideas? a local charity, the Geneva Public Welfare • What did they decide? Society. • How can medical workers be identified On 9 February 1863, he presented the during war? conclusions of Dunant's work to his • Is there a Red Cross or Red Crescent society. They set up a five-member Society in your country? committee to study the author’s proposals. It soon became known as the International Henry Dunant was only one human being. Committee of the Red Cross (ICRC), But with his friends he set up a society to and met for the first time on 17 February help many people from different countries. 1863. The ICRC said that there must be Key message protection for medical services and We can all work with our friends to help volunteer nurses. They must be seen as others. “neutral” – not involved with the battle. On 25 August 1863, the ICRC decided to convene an international conference in Extra notes Geneva, under its own responsibility, to On 24 June 1859, during the Second study ways of overcoming the inadequacy Italian War of Independence, there was a of army medical services. It sent out battle near the small town of Solferino in invitations to all European governments northern Italy. Henri Dunant helped the and numerous leading personalities. wounded and then returned to Geneva on The conference began on 26 October 11 July. He could not forget what he had 1863. There were 14 government seen, and in 1862 he published a book delegates, six delegates of various entitled A Memory of Solferino. In this organisations and seven private individuals. book, he described the battle and the needs They discussed a draft ‘convention’ (law) of the wounded, concluding with a prepared by the ICRC. They adopted ten question: “Would it not be possible, in resolutions, which provided for the time of peace and quiet, to form relief establishment of societies for relief to societies for the purpose of having care wounded soldiers. This allowed for the given to the wounded in wartime by formation of the Red Cross, and later, Red zealous, devoted and thoroughly qualified Crescent, Societies. A meeting of volunteers?” It was this question that led to governments in 1864 adopted the first the founding of the Red Cross. He also Geneva Convention, providing protection asked the military authorities if they would for wounded soldiers and those trying to agree not to attack these volunteers during help them.viii

13 the war). The emblems medical workers TOPIC 4 use are the Red Cross, Red Crescent or The Geneva Conventions Red Crystal on a white background.

Learning objectives: Questions You will understand what the Geneva • How can soldiers know which people Conventions are and how they help prevent and vehicles are helping wounded suffering during war. soldiers? • Is it dangerous to take wounded soldiers Henry Dunant wanted a new law, to make away from a battle? it safe for medical workers to help wounded • How would you feel if you had bullets soldiers. He and his friends worked hard for passing you when you were carrying a this. A new law was agreed five years after wounded soldier? the battle of Solferino. • What does ‘international’ mean? Henry Dunant never forgot the • Can you give an example of an wounded soldiers at the Battle of Solferino. ‘international law’? He wanted a new law to help wounded soldiers. He and his friends asked the The Geneva Convention of 1864 said: government of Switzerland to invite • Wounded soldiers from both sides of the governments of other countries to a war must be taken to a safe place and meeting. The Geneva Convention of 1864 given help. was a law agreed to by 12 countries. The • Local people can help the wounded Geneva Convention was an international from both sides of the war. If a wounded treaty, an agreement among countries. person is staying in a house, soldiers The new law was about how to help must not harm the people there. wounded soldiers during a battle. Questions The Geneva Convention of 1864 said: • If an enemy soldier is dying or wounded, • Do not harm any medical workers who will you take care of him in your house? are helping wounded soldiers. • If you are a soldier and find a wounded • Do not harm any people collecting enemy in a house, what will you do? wounded soldiers. • Do not attack any ambulances or After this Convention was agreed in military hospitals. Geneva, more international laws were • Help wounded soldiers from your side made to help wounded soldiers and other and the enemy’s side. people during war. Nearly a hundred years later, in 1949, a Key message new set of laws was made in Geneva. Every These rules mean that soldiers must not country in the world must obey these new harm any person who is helping wounded Geneva Conventions. soldiers. And medical workers must help These laws say that people who are not all wounded soldiers (from both sides of fighting must be protected. Commanders

14 and ordinary soldiers must obey these laws. • If a soldier kills a pregnant woman in It is a war crime to harm a person who is her home, is that a crime/violation? not fighting or is no longer fighting. War crimes are the most serious violations of Henry Dunant wanted laws to help international humanitarian law (also people when there is a war. He wanted to referred to as the laws of armed conflict or protect every person who is not fighting the laws of war) committed during the or is no longer fighting. Now there are conduct of a war. four Geneva Conventions and other laws about this. The First Geneva Convention: • protects wounded and sick soldiers, medical workers, and medical Extra notes equipment, such as ambulances and Two additions to the Geneva hospitals. Conventions, called ‘Additional Protocols’, were agreed in 1977. They The Second Geneva Convention: develop the rules on the conduct of war • protects wounded, sick and shipwrecked and reinforce the protection of victims of soldiers involved in battles at sea. armed conflict. Among other things, they explicitly The Third Geneva Convention: state that no children aged less than 15 can • says that prisoners of war must be be soldiers. protected and treated humanely. This Each Geneva Convention has the same includes giving them housing, food, and section (‘article 3’) that clearly states that medical treatment. people must respect human dignity in case of war within their own country. The The Fourth Geneva Convention: second Additional Protocol to the • protects civilians (people who do not Conventions applies to this situation, also participate in the fight) when there is a called civil war or non-international war. armed conflict. Here is what it says:

Questions 1 Persons taking no active part in the • What does ‘protect’ mean? hostilities, including members of armed • What does ‘prisoner of war’ mean? forces who have laid down their arms • What does “prisoner of war” mean? and those placed hors de combat by • What does ‘civilian’ mean? sickness, wounds, detention, or any • If a soldier hits a wounded man hard other cause, shall in all circumstances be with his rifle, is that a crime/a violation treated humanely, without any adverse of international law? distinction founded on race, colour, • If a prisoner of war has no water to religion or faith, sex, birth or wealth, or drink, is that a crime/violation? any other similar criteria. To this end, • If a soldier kills a blind man sitting under the following acts are and shall remain a tree, is that a crime/violation? prohibited at any time and in any place

15 whatsoever with respect to the above- mentioned persons: • violence to life and person, in particular murder of all kinds, mutilation, cruel treatment and torture • taking of hostages • outrages upon personal dignity, in particular humiliating and degrading treatment • the passing of sentences and the carrying out of executions without previous judgment pronounced by a regularly constituted court, affording all judicial guarantees which are recognised as indispensable by civilised peoples.

2 The wounded and sick shall be collected and cared for: • An impartial humanitarian body, such as the International Committee of the Red Cross, may offer its services to the Under international law children under Parties to the conflict. 15 cannot be part of an army or other armed group Key message There are rules to limit suffering during Protocols) to the Geneva Conventions. war. Soldiers must obey these rules.ix They say that a person under the age of 15 must not be part of an army or other armed group. There must be no ‘child TOPIC 5 soldiers’. Preventing use of child soldiers Children should grow up with their family and community, if possible. But Learning objective: commanders in many countries today still You will be able to define a ‘child soldier’. use children as fighters and for other work. You will know that there is a law protecting children from becoming child soldiers. / CORBIS Tun’s story obert Sometimes young children are taken from I was forced into the army, but I did not kR their homes or schools and made to work want to go. atric for soldiers or fight. Often soldiers beat One evening we were watching a show them and they are hungry and tired. in my village. Three soldiers came. They

PHOTO:P In 1977, there were two additions (called asked for our identification cards. They

16 asked if we wanted to join the army. • Is it good for adult men to force children We told them we were too young. One to fight in front of them? of my friends said, “Yes.” I said, “No.” I went back home. More soldiers arrived the next morning John’s story xii at my village. They said, “We need more John was in school but then his mother and children from your village to be soldiers. father died, so he lived with his uncle. He Or give us money.” My family and others went to school but was hungry a lot of the had no money. Nineteen of us were forced time. He failed the school exam. His to leave our families and go to an army school was small and the teacher was often training centre.x absent. He decided to join the rebel army. The rebel army took food from poor Question people after beating them. John did not • Can you tell this story in your own like that either. He went back to school, words? but then he felt hungry again. • Do you have a brother aged ten years? What should he do? • Do you want soldiers to take him away to fight? Questions • Can you tell the story in your own words? Win’s story • Would you like soldiers to come to your We were forced to help fight to secure some house and take you away? high ground. We were drugged and ordered • Have you heard about child soldiers in to move forward on the battlefield. We did your country or somewhere else? not know what sort of drug or alcohol we • Do you think it is good or bad for were given. We drank it because we were children to be soldiers? Why? very tired, very thirsty and hungry. We had walked for two whole days under War must be avoided by all means. But if very hot burning sun. The hill where the people fight in battles, they should be battle was being fought (the battlefield) had adults. no shade. Trees were burnt and bombs were No boy or girl under 15 years old must exploding everywhere. be involved in an army or armed group. We were very afraid and very thirsty. This is international law. Some of us were very tired and fell down. Some countries have also agreed to But we were beaten by the adult soldiers another international law that says no child behind us. We had to move forward. One under 18 years old can be in an army or child got killed in the fighting.xi armed group.

Questions Key message • Can you tell this story in your own Children must not be soldiers. They words? should be with those who love them. • How did the child soldiers feel? They should be in school, if possible.

17 Extra notes Rose’s story There are projects in some countries that Former child soldiers are returning to are helping former child soldiers return to different contexts and circumstances. normal life. At one of these centres in Some are demobilised under the terms of Somalia, a young man called Abdi, who cease-fire agreements or peace agreements. used to be a child soldier, is training to be a Others escape, are released or are liberated fisherman. by government soldiers Almost all children who have been with armed forces for some Abdi’s message from Somalia time will also experience changes in their “I would like to say to other child soldiers families and communities on their return. that they are still teenagers and they have When Rose, aged 22 with a small child, still got hope and their future can be and several months pregnant, returned bright. The adult commanders are using from 10 years’ captivity in the hands of the you because you are young and believe guerrilla group, Lord’s Resistance Army, their lies. Please do not lose your childhood in Uganda, she found that her father had and your future.” died of AIDS and her mother lay sick with the same disease. Others return to families Interviewer in displacement, families that have broken “What message do you have for the adults up, and disrupted communities.xiv who are using child soldiers to fight for Many children have a bad conscience them?” about their acts as child soldiers, forced or not. Many wish to seek forgiveness, and Abdi have ideas of becoming ‘helpers’ to make “I would like to say to them, please let the things good. Marcus was a boy in teenagers be free from the evil and please Mozambique, who managed to escape stop being so cruel and unkind to the from the RENAMO militia after four years people.” of captivity filled with horror. Why did he risk his life to escape? “I am a human Interviewer being, and I was being forced to do things “Do you have anything to say to your no human should do, so I had to go,” he friends who are still out there somewhere, said. fighting?”

Abdi TOPIC 6 “I have many friends who are still soldiers. Protecting women and girls But there are some who have taken my advice and have stopped and are now Learning objective: starting to study at school. I even tried to You will understand the importance of pay their school fees to continue their protecting women and girls. You will education and to help others to follow know that they are protected under them.” xiii international law.

18 Soldiers are strong and have guns, so • What happened to her after she went to sometimes they attack girls and women. the rebel camp? This is bad because the soldiers should only • How did she feel? fight enemy soldiers and not harm people who are not fighters. The girl was forced to marry one of the They should not harm women or girls rebel soldiers. She did not want to marry who are not fighting. Women and girls him but he beat her and she had no choice. have to go out of their homes to collect She had a baby while she was living in the water or food or fuel for their families, and forest, far away from her family. After a few to look after small children. Girls should go years she escaped. She went home. Her to school. The Fourth Geneva Convention mother and father were kind to her. But she says that soldiers must respect all civilians. had pain and headaches, and could not go They must not harm any person who is not back to school. or no longer fighting. Another girl from this group went home The Fourth Geneva Convention says with a baby but her mother and father told that, among the civilians, women and girls her to go away. They said she was not part must be specially protected. If it happens of their family any more.…xv that some soldiers take away girls and women to work for them in their camps, or Questions attack them in their homes, it is against the • If this is your sister coming home, how law. will you feel? • What will you do? The girl who was stolen from her village Deedee’s story There was a young girl named Tara, who The German Army set up camp in a field lived with her family in a village and went not far from our front door. German trucks to school there. and soldiers were often on the road. Our There was a war in her country. family of four females was afraid. Night Government soldiers and rebels were all and day we listened to the sounds of the around. One day she was coming home soldiers’ boots on the street. We were afraid from school and she was kidnapped by that they would stop at our house. We were some of the rebels. afraid that we would be sent away to a She was taken to a camp where there work camp. were other young girls like her. She was One night a drunken soldier came to trained to use a gun and to fight for the our door. He forced his way into the house. rebels. The soldiers often beat her and the He shouted at us in his language, but we other girls. could not understand. Mother begged him, in our language, to leave but he did not Questions listen. • What happened to the girl when she was We girls hid in a corner, crying. The in her village? soldier grabbed my 17- year-old sister

19 Laura’s arm and began dragging her toward A member of one group said, “We the stairs. We knew he was going to attack started the Kamanyola Women’s Collective her in one of the upstairs bedrooms. because of the situation women were Mother ran from the house and ran to facing here during the war.” We worked in the German soldiers’ camp. She did not secret at first, helping survivors to find even stop to put on her boots. She ran medical care and trying to help families through snow in her wooden shoes. She stay together. asked for the commander. The commander “We had lots of young women who came quickly. He followed her back to our were abandoned by their families. So we house. The drunken soldier was still set up a sewing group to keep them busy. fighting with Laura on the stairs. The Those who weren’t able to sew we taught officer shouted an order. The drunken to knit.” soldier let go of Laura and went downstairs. “Getting women together to knit and The officer pushed the soldier out of the sew may not seem like much. But it’s very door. Then he spoke in our language. He effective. It helps them become productive said, “I will punish the soldier. This will again after their lives have been destroyed. not happen again.” He apologised on In Congo, not only are women valued on behalf of the German Army, bowed, and the concept of purity, but also on their walked away. That night we saw that not productivity. Women often say that they all the soldiers were bad. Some, like the feel useless or not needed or without any officer, were polite, decent men.xvi purpose after sexual attack, so these groups help them become more active and Questions productive.” • What happened in the family’s home? One women’s group also started literacy • What did the commander do? Why? classes and bought farmland so its members could grow food. The German soldier was a good man. He They sell the crops and manage the had a mother and perhaps children in money they make from their crops. Germany. He wanted them to be safe. And The money helps pay their children’s he wanted all women and children to be school fees. safe. This group helps 450 women. One of these women says, "I am one of Key message the people who was attacked. With the Women and girls must be respected by help of these women I was able to get back anyone, including women themselves. with my husband. Now I’m very happy. At the beginning, whenever I saw people talking I thought they were talking about Extra notes me. When I saw someone walk by I In Congo, many girls and women have thought maybe they wanted to harm me. been attacked by soldiers and militiamen. So I was full of fear and distrust. But these So some women have formed women’s women have helped restore my groups to help each other. confidence.”xvii

20 The prosecutors bench at the trial of Congo warlord Jean Pierre Bemba

children under 15 years old in an army or TOPIC 7 armed group is a war crime. The International Criminal Court (ICC) • What is the International Criminal Court? Learning objective: • Where is The Netherlands? You will be able to describe the ICC and • What is a ‘war crime’? give an example of what it does. • Can you give an example of a war crime? In 1998, many countries agreed to set up a new court of law, called the International The first trial at the International Criminal Criminal Court. This Court can punish Court was the trial of Thomas Lubanga, a any individual, be they soldiers, commander who used child soldiers. Some corbis commanders or country leaders if they were less than ten years old. The children commit serious crimes. The Court is in wanted to go to school. But the soldiers The Netherlands. ‘War crimes’ are the took them away from their homes. The most serious violations of international child soldiers told the Court about what OOREN/ POOL / K humanitarian law committed during the happened to them: conduct of a war. For example, killing ICHAEL M civilians or prisoners is a war crime. • It was too dangerous to try to escape. Killing an enemy soldier who wants to One boy was running away. The soldiers

PHOTO: surrender is a war crime. Involving ran after him on the road. They brought

21 him back. In front of all of us they killed Lubanga did not use child soldiers. him. They said, “In this army you are On 14 March 2012, the three ICC judges not supposed to run away. If you run found Thomas Lubanga guilty of war away, we will kill you.” crimes. • The soldiers taught us, “Your gun will Questions be your father and mother. Your gun • What was the crime that Lubanga was will feed and clothe you.” But I did not accused of? understand how a gun could feed and • Where is the ICC? clothe me. Then a boy told me, “We • Do we need an international court to have to kill the enemy with our guns. punish war crimes if they are not We have to take food and clothes from punished by the government? the people we kill.” • Why? • The commanders told us, “Get food The rules of the Geneva Conventions and from people with your guns.” A boy their Additional Protocols protect soldier said, “You will feel hungry… and civilians during war. then you will go inside somebody's They particularly protect children. house. You will show your gun and ask They say that children under 15 must not for money ... and take their goods.” be involved in an army. The International Criminal Court can • A journalist said, “After the training had punish people if they commit serious ended, the children were sent into battle violations of these rules and other zones. The commanders told them to international laws (if their own kill everyone, including old people, government does not punish them). women, or children.” Key message Questions Obey international and national laws that • What did the children say? protect people during war and other • Did the children want to kill people or crises. to go back to school? • Did the commanders obey the Geneva Convention rule that they must not Extra notes recruit children under 15? On 17 July 1998, 120 countries agreed to • Did the commanders obey the Geneva the Rome Statute, the law that created the Convention rule that they must protect permanent International Criminal Court. civilians, especially women and The International Criminal Court is an children? independent international organisation. It has its main office in The Hague, in the The judges at the International Criminal Netherlands (Holland). Court listened to the children. They The Court can prosecute war crimes, listened also to lawyers who said that crimes against humanity, and genocide.

22 States are expected to prosecute these On genocide, the ICC repeats the crimes. If they are unable or unwilling to definition of the crime found in the 1948 do so, the ICC can proceed with Convention on the Prevention and prosecution. Punishment of the Crime of Genocide. It defines genocide as actions (such as The Lubanga case intentional killing) intended to destroy, in The trial of Congolese militia leader whole or in part, a national, ethnic, racial Thomas Lubanga Dyilo at the or religious group. International Criminal Court (ICC) began The ICC also has jurisdiction over on January 26, 2009. He stood accused of crimes against humanity, which include a war crimes. Specifically, he was accused of range of acts committed as part of a conscripting, enlisting, and using child widespread or systematic attack directed soldiers in the conflict in the Ituri region of against any civilian population. the Democratic Republic of Congo Contrary to other international courts, (DRC). On 14 March 2012, the three ICC the ICC may take action against individuals judges found Thomas Lubanga guilty of but not States. However, nothing in the war crimes. ICC Statute releases States from their The statute that created the ICC in 1998 obligations under existing IHL or says that States hold the primary customary international law.xix responsibility in the prosecution of international crimes. Under the Geneva Conventions and TOPIC 8 Additional Protocol I of 1977, States must Protecting prisoners of war (POWs) prosecute people accused of war crimes before their own national courts or Learning objective: extradite them for trial elsewhere. The You will be able to define ‘prisoners of war’ ICC may only take up a case when a State and how the law protects them. is unable or unwilling to prosecute the suspects. During an international armed conflict, ie The ICC has jurisdiction over war a conflict between two or more States, a crimes, crimes against humanity and soldier who is taken prisoner by the enemy genocide. This includes most of the serious is called a prisoner of war. He or she may violations of IHL covered by the 1949 be afraid that bad things will happen. Is Geneva Conventions and the 1977 there a law about this? Additional Protocols whether committed The Geneva Conventions and other during an international or non- laws say that enemy soldiers who want to international armed conflict. surrender must not be harmed. The Rome Statute includes specific war And enemy soldiers who are put in crimes such as all forms of sexual violence prison must be treated humanely. committed during an armed conflict and They must have food, shelter and the use in hostilities of children under 15 medical care. They can write letters to years old. their families.

23 Soldiers escort republican fighters during the Spanish Civil War 1936-1939( )

John’s story: taking prisoners of war Questions John is a commander. He sees some enemy • What does ‘surrender’ mean? soldiers come out of the forest. Some are • How can you tell if the enemy soldiers wounded. Two soldiers are carrying a badly want to surrender? wounded man. One soldier carries a white • If you have to surrender, will you feel cloth on a stick. This means that they cannot afraid? Why? fight any more and are surrendering. • If you have time, can you act out this John’s soldiers want to shoot the enemy story in class? soldiers. But John says, “No, don’t shoot. They are not fighting.” The ICRC helps prisoners of war in Secretly John is worried. Will the enemy Ethiopia soldiers attack his men? But John is a good The ICRC visits prisoners of war to ensure man. His son is a soldier. He does not want they are treated with dignity and to kill an enemy soldier who is like his own humanity. There were prisoners of war in a son, except during a battle. camp in Ethiopia.xxi The prisoners of war John is a trained soldier. He knows the were from Eritrea. rule, “Do not kill men who surrender.” He The ICRC wrote down all their names follows this rule. and how to contact their families. The He walks forward. He shows the enemy prisoners of war wrote cards and letters to soldiers how to put down their guns on the their families. ground and put their hands up in the air. The ICRC gave these messages to the Then he shows them where to sit down. He Eritrean Red Crescent Society. The tells his soldiers to take the badly wounded Eritrean Red Crescent gave the messages to man to the medical tent. The enemy soldiers the families of the prisoners of war. The were afraid at first. But now they feel safe. Third Geneva Convention says that all John is following the rules about prisoners of prisoners of war can send cards and letters xx

PHOTO:/ CORBIS war. to their families.

24 Questions nationality, religious beliefs, political • What does ‘prisoner of war’ mean? opinions, or other criteria. • What did the ICRC do when it visited • Female POWs must be treated with the prisoners of war? regard due their gender. • How will families hear about their loved • POWs are required to provide to their ones in prison? captors only their name, rank, date of birth, and military service number. Other important things that the ICRC does • POWs must be housed in clean, adequate include: shelter, and receive the food, clothing, • looking at how prisoners are being and medical care necessary to maintain treated, and talking to prison officials good health. They must not be held in about how to improve the treatment of combat areas where they may be prisoners. exposed to fire, nor can they be used as a ‘human shield’ to deter military In some countries, prisoners of war have operations. They may be required to do been treated well. They have had good non-military jobs under reasonable food, medicine, books exercise and so on. working conditions when they are paid at In other countries they have been a fair rate. treated very badly. Any soldier can • POWs may not be punished for their become a prisoner of war: it could happen mere participation in hostilities. to you if you are a soldier. We must be • If they commit alleged offences, they are kind to prisoners of war, because they are subject to the laws of their captors and human beings like us. The International can be tried by their captors’ courts. The Criminal Court says it is a war crime to captor shall ensure fairness, impartiality, harm prisoners of war. and a competent advocate for the prisoner. • Seriously ill POWs must be repatriated Extra notes (returned home). Some of the rules under this Geneva • When the conflict ends, allPOW s shall Convention are: be released and be sent home without delay. • Names of prisoners of war (POWs) must • The ICRC is granted special rights to be sent immediately to the Central carry out humanitarian activities on Tracing Agency of the ICRC. POWs are behalf of POWs. The ICRC or other to be allowed to correspond with their impartial humanitarian relief families and receive relief packages. organisations authorised by parties to the • Prisoners of war must not be subjected conflict must be permitted to visit to torture or medical experimentation prisoners and talk to them privately, and must be protected against acts of examine conditions of confinement to violence, insults, and public curiosity. ensure the Conventions’ standards are • Captors must not engage in any reprisals being met, and distribute relief or discriminate on the basis of race, supplies.xxi

25 Mariama and the children walk until TOPIC 9 they are near the border with Liberia. But The Red Cross/Red Crescent soldiers take them prisoner. Then they all Movement at work hear guns. ICRC The soldiers go to fight. Mariama tells her children, “Run with me Learning objective: and we can hide in the forest.” You can give examples of the work of the Mariama and her children go across the Red Cross and Red Crescent Movement. border. They see a camp with other refugees from Sierra Leone. Henry Dunant was a great human being. They live in a tent in the refugee camp. He helped the wounded at the battle of She tells the Red Cross workers in the Solferino. He wanted to help all those in camp, “I want to find my husband.” Three need, not just people from his own country. years later the Red Cross workers find her After the battle of Solferino, Henry husband and bring him to the refugee Dunant said, “Please make a society in each camp. But after two months he becomes ill country that can help wounded soldiers and dies. during war.” Today there is a Red Cross or Red Crescent Society in most countries. Questions They help many thousands of people when • Can you tell the story in your own there is war. They also help many thousands words? of people when there is peace. They help • Where did Mariama and her family live people who are in need. before the war? • What does ‘refugee’ mean? Question • How does the Red Cross help Mariama • Is there a Red Cross or Red Crescent when she is in the refugee camp? society in your country? What can you • Pretend you are Mariama’s husband find out about it? when the Red Cross comes to tell you about Mariama and the children. How The ICRC, and Red Cross and Red do you feel? Crescent societies help people by giving medical treatment, food and shelter to After five years more in the camp, there is people who have lost their homes in war or peace and Mariama goes home. Her house in a flood or earthquake. has fallen down. She stays with her These societies also help people find children in one room of her uncle’s house. family members during wars and help Then her uncle dies and his wives make her prisoners have contact with their families. leave their house. Mariama and her children stay with a friend in a very small Miriama’s story xxiii room. When it rains their blankets get wet. Mariama lives in Sierra Leone, in Africa. And there is little food. The Sierra Leone One day Mariama hears guns. She runs Red Cross has some money to help war from the house with her children. She does widows to build houses. They listen to not know where her husband is. Mariama and decide that she needs help.

26 A Red Cross volunteer helps refer malnourished children for help in Burkina Faso

The Red Cross asks the people in the Questions village if they will help build a house for • Can you tell the story in your own Mariama. Some of the people in the village words? are from a different tribe. • Pretend you work for the Red Cross in They want money for their tribe. But the Mariama’s village. What do you say to Red Cross workers talk with them and tell people to get them to co-operate) to them the story of Mariama and how she has build a house for Mariama? suffered. Then people say, “If you give us the materials, we will build the house.” The Many people co-operated to help Mariama Red Cross gives materials for the walls and in the refugee camp. They co-operated to the roof. find her husband. Her uncle co-operated The village people and Mariama’s two when she went home to her village. Her sons and daughter make her a house with uncle’s wives did not co-operate with her, three bedrooms, one for her, one for her after he died. But the Red Cross workers daughter and one for her sons. asked the village people to co-operate and Mariama knows that many people have build her a new home. worked together to help her. People in far away countries gave money to the Sierra Key message r k

li Leone Red Cross to buy materials for We are all human beings with similar

/ f helping war widows. People in the Red needs. We can all co-operate and help rc f i Cross asked the men and women in the each other to solve our problems. We village to help her. And the village people should be kind to refugees and displaced

PHOTO: have built her house. people.

27 IHL – namely to respect and protect those Extra notes not or no longer taking part in the The International Red Cross and Red fighting. Crescent Movement consists of: • Through direct and confidential dialogue, draws attention (to parties of • The International Committee of the Red the conflict) to seriousIHL violations and Cross encourages respect for IHL. • The International Federation of Red • Educates the public about IHL and the Cross and Red Crescent Societies role of the ICRC in conflict (to encourage • 188 National Red Cross and Red respect for the Red Cross, Red Crescent Crescent Societies. and Red Crystal emblems) and contributes to the development of IHL. The International Committee of the Red Cross (ICRC), which works in contexts of The International Federation of Red armed conflict, undertakes activities such as Cross and Red Crescent Societies those below: The International Federation of Red Cross and Red Crescent Societies carries out relief • Provides food, water, emergency relief operations to assist victims of disasters. Its and medical assistance to civilians work focuses on four core areas: promoting without access to these basic necessities. humanitarian values, disaster response, • Co-ordinates humanitarian relief efforts disaster preparedness, and health and of the Red Cross and Red Crescent community care. Movement in areas affected by conflict. It is the membership association for • Visits prisoners of war and civilian national Red Cross and Red Crescent internees held in relation to conflict to societies throughout the world. It ensure that their conditions and treatment strengthens the capacities of its member comply with the basic principles laid out National Societies to assist those most in in international humanitarian law (IHL). need and coordinates their international • Conducts searches for missing persons. work. When the needs of people affected by • Exchanges messages to and from disaster exceed the capacity of their national members of separated families. society, the Federation helps co-ordinate the • Reunites separated families. international response of other national • Helps to establish neutral and protected societies. hospital and security zones in areas of During conflicts the Federation works conflict. under the leadership of the ICRC to provide • Provides surgical equipment for war- humanitarian assistance as necessary. wounded to hospitals and basic supplies to ensure that hospitals continue to operate National Red Cross and Red during conflict. Crescent Societies • Through direct and confidential Each National Society is made up of dialogue, reminds all sides participating volunteers and staff, who provide a wide in hostilities of their obligations under variety of services, ranging from disaster

28 The Red Cross assesses a child's level of malnutrition in n Penguese, Burkina Faso

relief and assistance for the victims of war, to first aid training and restoring family TOPIC 11 links. Helping people yourself The seven fundamental principles of the Red Cross and Red Crescent are Learning objective: humanity, impartiality, neutrality, You will understand the personal value of independence, voluntary service, unity, helping others and will be able to give and universality. examples of when you have done this or What can you find out about the might do it in the future. national society in your own country? We all help our friends and families. But do we help other people? Can you tell a story TOPIC 10 about helping someone who is not your Helping strangers: Some close friend or family? Here are two stories r k organisations in your own country about people who did that. li / f

rc xxiv f i There are many organisations that help Harsha’s story people in need. Can you find out more When Harsha was 13 years old, a war began

HTON/ about organisations in your country? in his country between two different G What can you and your teachers find out groups. Harsha saw many people from the about the Red Cross Society or Red other group being beaten and killed just Crescent Society? What can you find out because of their race and religion. The about another organisation that helps victims were people he had known all his

PHOTO:SARA OU people? life. He knew these people had not done

29 The Red Cross and Red Crescent Societies help victims of disasters such as tsunamis

anything wrong. Harsha and his family The people who were hiding became like helped people who were being attacked. Harsha’s family. When they could come out They were human beings. of hiding during the day, they helped with Harsha’s family did not want to hurt all of the family work. They did this because other human beings. They did not hate cooking, eating and cleaning together are an people with a different race and religion. important part of being together in their They knew it was the wrong thing to do. culture. It was also a way to say, “Thank you.” All the children were able to play Questions together if they were quiet. They enjoyed • What does ’victim‘ mean? playing together. • What was happening between the two groups?? Questions • Why did Harsha’s family want to help • How did the families help each other? the group that was being attacked? • How would you feel if you were one of the children who had to hide? ASNEWS l Harsha’s family let members of the other • How would you feel if you were one of group stay with them in their house. They the children who was helping the others gave them food and hid them when people to hide? came to look for them. For a week they hid them under their beds, in bathrooms, and Harsha and his family were not the only under the roofs in their houses. ones helping the other group. There were Harsha’s family could have been beaten families all around his community that and killed for this. They risked their lives to helped. They wanted to protect innocent

PHOTO:BARBARA DAVIDSON help/ DAL others. people who were being attacked.

30 Harsha says, “In our families we learn to One of the many Sri Lankans trying to give to people and help them.” Children help others asked what he could do to help learn this value from a young age. This is Pathum. Pathum thought for a moment. one reason why some people risked their Then he said, “My sister is taking her lives to help those in need. They had been exams soon. All her notes and books were taught to care for other people as fellow lost in the tsunami. human beings. Harsha saw many horrible What I would like most is new books for things happening to many people when he her so that she can be ready to take her was a child. But he saw many acts of exams.” kindness, and now he works to help people Pathum chose to help another person affected by war. He tells his story to other whose needs were more urgent than his young people so they can learn about own. Pathum’s wish to help people was helping strangers. greater even than his desire to help himself. He was only 14 years of age, but he knew Questions this was the right thing to do for another • What does ‘value’ mean? human being. • What did Harsha’s family do to help the group who was being attacked? Questions • Are you brave enough to be like Harsha • Can you tell this story in your own and his family? words? • How would you feel if you were in this Pathum’s story xxv disaster? Pathum was a boy aged 14. He lived in a • What would you do? village in Sri Lanka. The village was near the sea. In 2004 there was a tsunami. A After the tsunami, many people helped tsunami is when an earthquake far away others who were in need. One woman lost makes a very big wave on the sea. The 17 members of her own family, but soon tsunami came to Pathum’s village. The big she was helping feed more than 50 wave of water swept right through the homeless people. village. It carried people away with it, like Teachers whose own children had died they were toys. Pathum saw the water take worked quickly to reopen schools. They his mother and hit her against a wall. He knew that it would help these children if never saw her again. they could go back to school. It also helped He never saw his father or grandmother these teachers because they were able to again. A month after the tsunami hit the continue their work for others. village, Pathum was living in a small room with his two sisters. Pathum was already Questions back in school. He said, “I know my • Why do you think the woman who lost mother and father are dead, but I still want so many of her own family was helping to make them proud. I want to stay in others? school and do well. This is what they • Why did the teachers find places to start wanted for me.” school again?

31 We are all human beings. We can all feel sad, hungry, thirsty, lonely, afraid. We hope that other people will help us when we face difficulties. So we should help other people when we can. If we are soldiers, we should show kindness to wounded enemy fighters or prisoners of war or civilians: they are human beings just like us.

Key message We can all help people who are sad, hungry, thirsty, lonely or afraid, even if Mary Seacole used her own money to they are from a different country, religion travel to the Crimea and set up a hostel or other group. If all of us help others, for injured soldiers then we shall get help when we need it too. many women were doing, but she was turned away because of her race. She tried to volunteer with many other organisations, Extra notes but was always turned away for the same reason. Finally, she used her own money to Mary Seacole (1805-1881) was born in travel to the war area. She set up a hostel for Jamaica. Her father was from Scotland and soldiers who needed a rest or who were her mother was Jamaican. Like Henry recovering from injuries. She worked to Dunant, she had a mother who showed her provide them with medical care, good food, how important it was to take care of people and a safe place to recover from the horrors who were in need. Her mother was a nurse of war. Mary often went on the battlefield. and she taught Mary nursing skills from a “On several occasions she was found treating very early age. When Mary grew up, she wounded soldiers from both sides while the also became a skilled nurse. One of the battle was still going on.” Mary was often medical contributions she made was in very poor because she spent most of her improving the treatment of cholera. Cholera money on caring for soldiers. When she is a disease that comes from poor sanitation returned to London she continued her work and is very contagious and deadly. During in nursing. Mary was honoured by Mary’s lifetime, cholera was common organisations of soldiers and former soldiers. among soldiers. She is honoured, even today, for her osaics Mary moved to London and heard about commitment to giving care to victims of km the Crimean War. This war was being war, people she did not know who came fought on the edge of the Black Sea where from all sides of the battle.

southban Russia had invaded Turkey. The British Mary Seacole cared for the dignity, went to the aid of Turkey. Mary volunteered health and happiness of all human beings. xxvi

PHOTO: to go as a nurse with the British army as We can too.

32 Annex 1: notes for teachers

Introduction to deepen the learning experience. Teachers can spend more than one class he topics in this booklet can help period on any topic, to allow time for T promote students’ ethical and moral discussion or if extra materials are used. development, and help students to become Some topics may not be appropriate for good national and global citizens. An your country or for the age group of the essential part of this is learning to respect students, and these should be not be used. the dignity of all human beings, and especially those in need of help. The stories Important points to remember introduce the history and the work of the Red Cross/Red Crescent Movement 1 The method used for teaching most of during war and natural disasters and how the lessons is storytelling. We are using laws such as the Geneva Conventions and stories because: Protocols help reduce human suffering in times of war. • stories are easy to grasp, young people The goal of this booklet is to encourage can identify with them students to internalise the values of respect • stories can be short and still include an for human dignity, and to consider how to important idea act on these values. • stories provide information and, at the These topics can be taught in the same time, they can help students get in classroom, during extra-curricular touch with their feelings. (Do ask programmes, or in non-formal settings. students how they would feel if they They can be introduced in the context of were one of the people in the story.) subjects such as history, social studies, citizenship or languages. The stories are 2 The subjects of war and natural disaster designed with years four to six of schooling can be very sensitive, so it is important in mind.xxvii for teachers to observe the reaction of The additional resource material, or students during the stories and ‘Extra notes’ in boxes for most topics is discussion. Help the students talk added as background for teachers or students through their feelings about the stories with advanced reading skills. They can help or any real life experience that may teachers or textbook writers to adapt the come up for them. material for grades seven and eight. Thus, teachers of younger students can introduce 3 The stories are true or a composite of the material and those same students can true stories. You can introduce the study related lessons at a deeper level in stories in the booklet and then ask the subsequent grades. Or some topics can be students to make up their own stories introduced in the higher grades. about similar situations or tell the story Teachers are encouraged to use local of something similar which happened materials and refer to local or national to them. The idea is to help students experience. Teachers can ask students to do learn the point of the story, to empathise outside assignments on appropriate topics with people suffering crisis or helping

33 others, through discussion of the story, 9 Pay attention to the quiet students and of their own feelings and how the story actively seek their involvement. Using might affect their own behaviour. pairs, small groups and games such as role-playing are good ways to give 4 As much as possible, the stories are everyone a chance to speak. meant to be culture/race/ethnicity neutral. It is important to remind 10 Drama helps students experience students that the actions represented in empathy with the people in the stories. the stories can happen anywhere. If you have time, ask them to make up their own role-plays of the same story or 5 Even in countries that are at peace, there another one. are armed forces maintaining internal security or some soldiers may work as 11 You can read the stories to them, or ask peacekeepers in other countries. Help them to take turns reading sections of students to see that they may one day the stories to the class. Any activity that need to understand the idea of the requires the students to interact with international humanitarian law (also the lessons physically, mentally and referred to as the laws of armed conflict emotionally will strengthen retention or the laws of war). and understanding.

6 Structure the lesson to give time for 12 As each lesson is presented, ask the student discussion. Ideally, 50 per cent students to reflect back on what they of the class time should be used for learned before. A useful tool is asking discussion. It is most important for students, at the beginning of each class, students to tell their own stories and to recall what they learned in the last come up with their own points about class. the lessons. This helps the students to internalise the values. You can also 13 It is important to repeat points during share a story of your own to encourage the lesson and get students to repeat students to share. The facts of the stories them in their own words. Always are less important than the values they conduct a review of the points learned represent. Ask students to discuss the at the end of each lesson. values. 14 The topics and stories presented here are 7 Questions have been suggested for each only examples of what can be done. If story. Not all these questions should be you can get good stories from your own used and you can add your own. country or region, please use them instead. 8 Ask the students for their comments on specific points or sections of the lesson. 15 For topic 10, please collect Encourage them to give more than just information and stories from your own “Yes” or “No” answers. country.

34 Annex 2: for reference

The battle of Solferino the French rushed forward like an opposing storm sweeping from the plain, to attack the Extract from A Souvenir of Solferino, by positions they were determined to secure. Henry Dunant: xxviii During the torrid midday heat, the fighting that rages on all sides grows more he alarm is given in both armies; on all and more furious. Compact columns of men T sides are heard bugles sounding the throw themselves upon each other with the charge, and the roll of drums. The Emperor impetuosity of a destructive torrent that Napoleon, who has passed the night at carries everything before it; French Montechiaro, sets forth hastily for regiments, in skirmishing order, fling Castiglione. By six o'clock firing has begun themselves upon the Austrian masses, which in earnest. The Austrians advance, in perfect are constantly reinforced, and become more formation, along the beaten paths, with and more solid and menacing, resisting their yellow and black battle flags, blazoned attack with the strength of steel walls. with the German Imperial Eagle, floating Whole divisions threw off their knapsacks above the compact masses of white-coats. in order to be able to charge the enemy Among all the troops which are to take part more freely with fixed bayonets. As one in the battle, the French Guard affords a battalion is repulsed, another immediately truly imposing sight. The day is dazzlingly replaces it. Every mound, every height, clear, and the brilliant Italian sunlight every rocky crag, is the scene of a fight to glistens on the shining armour of Dragoons the death; bodies lie in heaps on the hills and and Guides, Lancers and Cuirassiers… in the valleys. The first encounter took place amid the Here is a hand-to-hand struggle in all its difficulties of ground that was entirely horror and frightfulness; Austrians and strange to the Allies. The French Army was Allies trampling each other under foot, forced to beat a way through row upon row killing one another on piles of bleeding of mulberry trees with grapevines strung corpses, felling their enemies with their rifle between them, amounting to a real obstacle. butts, crushing skulls, ripping bellies open The ground was broken up in many places with sabre and bayonet. No quarter is given; by great dried-up ditches, and by long walls it is a sheer butchery; a struggle between some three or five feet high, wide at the base savage beasts, maddened with blood and and tapering to the top. The horses had to fury. Even the wounded fight to the last clear these walls, and cross the ditches. The gasp. When they have no weapon left, they Austrians, from their vantage points on the seize their enemies by the throat and tear hills, swept the French with artillery fire them with their teeth. A little further on, it and rained on them a steady hail of shells, is the same picture, only made the more case-shot and grape-shot. The soil and dust, ghastly by the approach of a squadron of raised by this immense cloud of projectiles cavalry, which gallops by, crushing the dead as they thundered into the ground, mingled and dying beneath its horses’ hoofs. One with the thick fumes of smoking guns and poor wounded man has his jaw carried shells. Facing the thunder of these batteries, away; another his head shattered; a third, roaring and spitting forth death upon them, who could have been saved, has his chest

35 beaten in. Oaths and shrieks of rage, groans kind, remnants of blood-stained clothing of anguish and despair, mingle with the and piles of broken weapons. The poor whinnying of horses. Here come the wounded men that were being picked up artillery, following the cavalry, and going [from the battlefield] all day long were at full gallop. The guns crash over the dead ghastly pale and exhausted… and wounded, strewn pell-mell on the Some, who had gaping wounds already ground. Brains spurt under the wheels, beginning to show infection, were almost limbs are broken and torn, bodies crazed with suffering. They begged to be mutilated past recognition – the soil is put out of their misery, and writhed with literally puddled with blood, and the plain faces distorted in the grip of the death- littered with human remains. [p.5] struggle. There were poor fellows who had The stillness of the night was broken by not only been hit by bullets or knocked groans, by stifled sighs of anguish and down by shell splinters, but whose arms suffering. Heart-rending voices kept and legs had been broken by artillery calling for help. Who could ever describe wheels passing over them. [p.12] the agonies of that fearful night! Although every house had become an When the sun came up on the twenty- infirmary, and each household had plenty fifth, it disclosed the most dreadful sights to do in taking care of the wounded imaginable. Bodies of men and horses officers within its doors, I succeeded, by covered the battlefield; corpses were strewn the Sunday morning, in getting together a over roads, ditches, ravines, thickets and certain number of women who helped as fields; the approaches of Solferino were best they could with the efforts made to aid literally thick with dead. The fields were the wounded. It was not a matter of devastated, wheat and corn lying flat on the amputations or operations of any kind. But ground, fences broken, orchards ruined; food, and above all drink, had to be taken here and there were pools of blood. The around to men dying of hunger and thirst; villages were deserted and bore the scars left then their wounds could be dressed and by musket shots, bombs, rockets, grenades their bleeding, muddy, vermin covered and shells. Walls were broken down and bodies washed; all this in a scorching, filthy pierced with gaps where cannonballs had atmosphere in the midst of vile, nauseating crushed through them. Houses were riddled odours, with lamentations and cries of with holes, shattered and ruined, and their anguish all around! inhabitants, who had been in hiding, Before long a group of volunteer helpers crouching in cellars without light or food for was formed. The Lombard women went nearly twenty hours, were beginning to first to those who cried the loudest – not crawl out, looking stunned by the terrors always the worst cases. I sought to organise they had endured. as best I could relief in the quarters where it All around Solferino, and especially in seemed to be most lacking, and I adopted the village cemetery, the ground was in particular one of the Castiglione littered with guns, knapsacks, cartridge- churches, on a height on the left coming boxes, mess tins, helmets, shakoes, from Brescia, and called, I think, the fatigue-caps, belts, equipment of every Chiesa Maggiore. Nearly five hundred

36 soldiers were there, piled in the church, suffering from the unthinkable torments of and a hundred more lay outside on straw in thirst! [p. 28] front of the church, with strips of canvas to It must not be thought that the lovely protect them from the sun. The women girls and kind women of Castiglione, entered the churches, and went from one devoted as they were, saved from death man to another with jars and canteens full many of the wounded and disfigured, but of pure water to quench their thirst and still curable, soldiers to whom they gave moisten their wounds. [p. 15] their help. All they could do was to bring a But the women of Castiglione, seeing little relief to a few of them. What was that I made no distinction between needed there was… kindly and nationalities, followed my example, experienced [people], capable, firm, showing the same kindness to all these men already organised, and in sufficient whose origins were so different, and all of numbers to get to work at once in an whom were foreigners to them. “Tutti orderly fashion. In that case many of the fratelli,” they repeated feelingly. All honour complications and fevers which so terribly to these compassionate women, to these aggravated wounds originally slight, but girls of Castiglione! Imperturbable, very soon mortal, might have been unwearying, unfaltering, their quiet avoided. [p. 28] self-sacrifice made little of fatigue and On certain special occasions, as, for horrors, and of their own devotion. [p.18] example, when princes of the military art But why have I told of all these scenes of belonging to different nationalities meet at pain and distress, and perhaps aroused Cologne or Châlons, would it not be painful emotions in my readers? Why have desirable that they should take advantage of I lingered with seeming complacency over this sort of congress to formulate some lamentable pictures, tracing their details international principle, sanctioned by a with what may appear desperate fidelity? It Convention inviolate in character, which, is a natural question. Perhaps I might once agreed upon and ratified, might answer it by another: Would it not be constitute the basis for societies for the possible, in time of peace and quiet, to relief of the wounded in the different form relief societies for the purpose of European countries? It is the more having care given to the wounded in important to reach an agreement and wartime by zealous, devoted and concert measures in advance, because when thoroughly qualified volunteers?[p. 28] hostilities once begin, the belligerents are It cannot be thought for a moment that a already ill-disposed to each other, and host of active, zealous and variant helpers thenceforth regard all questions from the would have been able to achieve nothing one limited standpoint of their own on that field of destruction during the subjects. [p.29] dreadful night between the Friday and the Saturday, when groans and heart-rending prayers were rising from the throats of thousands of wounded men, who were enduring the most fearful agonies, and

37 Text for the first Geneva Convention 1864 xxix

Convention for the amelioration Article 5 of the condition of the wounded in Inhabitants of the country who bring help armies in the field to the wounded shall be respected and shall remain free. Generals of the belligerent Article 1 Powers shall make it their duty to notify Ambulances and military hospitals shall be the inhabitants of the appeal made to their recognised as neutral and, as such, humanity, and of the neutrality which protected and respected by the belligerents humane conduct will confer. as long as they accommodate wounded The presence of any wounded and sick. Neutrality shall end if the said combatant receiving shelter and care in a ambulances or hospitals should be held by house shall ensure its protection. An a military force. inhabitant who has given shelter to the wounded shall be exempted from billeting Article 2 and from a portion of such war Hospital and ambulance personnel, contributions as may be levied. including the quartermaster’s staff, the medical, administrative and transport Article 6 services, and the chaplains, shall have the Wounded or sick combatants, to whatever benefit of the same neutrality when on nation they may belong, shall be collected duty, and while there remain any wounded and cared for. Commanders-in-Chief may to be brought in or assisted. hand over immediately to the enemy outposts enemy combatants wounded Article 3 during an engagement, when The persons designated in the preceding circumstances allow and subject to the Article may, even after enemy occupation, agreement of both parties. continue to discharge their functions in Those who, after their recovery, are the Hospital or ambulance with which recognised as being unfit for further they serve, or may withdraw to rejoin the service, shall be repatriated. units to which they belong. When in these The others may likewise be sent back, circumstances they cease their functions, on condition that they shall not again, for such persons shall be delivered to the the duration of hostilities, take up arms. enemy outposts by the occupying forces. Evacuation parties, and the personnel conducting them, shall be considered as Article 4 being absolutely neutral. The material of military hospitals being subject to the laws of war xxx, the persons Article 7 attached to such hospitals may take with A distinctive and uniform flag shall be them, on withdrawing, only the articles adopted for hospitals, ambulances and which are their own personal property. evacuation parties. It should in all Ambulances, on the contrary, under circumstances be accompanied by the similar circumstances, shall retain their national flag. equipment. An armlet may also be worn by

38 The original handwritten draft of the Geneva Convention, signed in 1864

personnel enjoying neutrality but its issue with an invitation to accede thereto to shall be left to the military authorities. Governments unable to appoint Both flag and armlet shall bear a red Plenipotentiaries to the International cross on a white ground. Conference at Geneva. The Protocol has accordingly been left open. Article 8 The implementing of the present Article 10 Convention shall be arranged by the The present Convention shall be ratified Commanders-in-Chief of the belligerent and the ratification exchanged at Berne, armies following the instructions of their within the next four months, or sooner if respective Governments and in accordance possible. with the general principles set forth in this In faith whereof, the respective r k

li Convention. Plenipotentiaries have signed the

/ f Convention and thereto affixed their seals. rc f i Article 9 Done at Geneva, this twenty-second day of The High Contracting Parties have agreed August, in the year one thousand eight

PHOTO: to communicate the present Convention hundred and sixty-four.

39 Glossary

Derogation: freedom of expression; and social, Prisoner of War: System that allows States to cultural and economic rights A soldier captured during an suspend temporarily certain rights including the right to participate in international armed conflict. in situations of emergency. culture, the right to food, and the right to work and receive an Refugee: Geneva Conventions and education.xxxiv A person who flees their homeland Protocols: to another country from fear of The four Geneva Conventions and Humanitarian(ism): harm, often because of war or their Additional Protocols are Humanitarianism is an ethic of violence. international treaties that seek to kindness, benevolence and regulate people’s behaviour in time sympathy extended universally and War crimes: of armed conflict and to limit the impartially to all human beings. The most serious violations of the effects of conflict. They Humanitarianism has been an laws and customs of war specifically protect people who are evolving concept historically but committed during the conduct of a not taking part in the hostilities universality is a common element war. (civilians) and those who are no in its evolution. No distinction is to longer participating in the be made in the face of suffering or 31st International Conference of hostilities, such as wounded, sick abuse on grounds of gender, sexual the Red Cross/Red Crescent, and shipwrecked soldiers and orientation, tribe, caste, age, Report on the Side Event: Innovations xxxi prisoners of war. religion, or nationality.xxxiv in Humanitarian Education. International Committee of the Genocide: Humanitarian education: Red Cross. Geneva, 29/11/11. Actions (such as intentional Education that enables young killing) intended to destroy, in people to analyse events and Annex A Public version, whole or in part, a national, ethnic, phenomena from a humanitarian ICC-01/04-01/06-2659-AnxA- xxxii racial or religious group. perspective; it mobilises them for Red2 08-02-2011 2/27 RH T action in the spirit of humanitarian (adapted). www.iclklamberg. Human Dignity: principles and values; it can also com/Caselaw/DRC/Dyilo/ The true human worth of a person; include exploring basic rules of TCI/2659anx.pdf (accessed a universal definition applicable to IHL and other relevant bodies of 7/6/12). all peoples and without regard to law. race, colour, sex, language, BBC World Service, Children of nationality, religious beliefs, International Humanitarian Law Conflict, www.bbc.co.uk/ political or other opinions, (IHL): worldservice/people/features/ property, birth, ethnic or social A body of international law that childrensrights/ origins, or any other consists of treaty and customary childrenofconflict/soldier.shtml xxxiii considerations. rules that seek, in times of armed (accessed 17/12/11). conflict, to limit the suffering Human Rights: caused by war by protecting BBC History. Mary Seacole Basic rights and freedoms that all persons who are not, or who are no (1805-1881). www.bbc.co.uk/ people are entitled to regardless of longer, taking part in hostilities history/historic_figures/ nationality, sex, national or ethnic and by restricting the methods and seacole_mary.shtml (accessed origin, race, religion, language, or the means of warfare that may be 7/6/12). other status. Human rights include employed (also known as the ‘law civil and political rights, such as of war,’ the ‘law of armed conflict,’ Biographie de Henri Dunant. cep. the right to life, liberty and or jus in bello). colombes.free.fr/pages/bio_

40 Sources

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41 Notes

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