THE HUMAN COST OF UNCONTROLLED ARMS glossary of terms Weapons in the wrong hands have acute, immediate impacts on personal, economic, social, civil, and (a more comprehensive glossary of terms can be found on our website) political rights. In the long term, these effects derail human development. ©2005 Film&Entertainment VIP Medienfonds 3 GmbH&Co. KG and Ascendant Filmproduktion GmbH. All Rights Reserved. A film about a clandestine arms dealer. The Right to Life Starring Nicolas Cage and Ethan Hawke Both in and outside of armed conflict, the uncontrolled proliferation of arms has devastating effects Legal arms sales – Arms transactions that are explicitly vehicles, military helicopters, fighter aircraft, artillery guns, on the lives of civilians. In armed conflict, small arms and light weapons are used to kill nearly 90 approved by governments of both the export and import rocket launchers, and mortars with calibers greater than percent of conflict related deaths (between 80,000 and 108,000). In non-conflict armed violence, countries, as well as any transit countries with trans-shipment 100mm. approximately 200,000 people are killed each year by small arms and light weapons. controls in place.1 Interpol – Interpol is an international law enforcement agency The Right to Physical and Mental Integrity Grey market sale – Arms transactions officially declared for that investigates crimes that cross international boundaries. Arms in the wrong hands are used not only to kill and injure civilians but frequently for direct one destination or client-and approved by a government on It is the second largest international organization after the violations of the rights to physical and mental integrity. The threatening use of arms by security that basis- but that are then diverted to an unauthorized user, UN, with 182 member countries. Its work centers primarily forces, armed groups, or others places those subject to their control at risk of various abuses such as sometimes in violation of an international arms embargo.2 on public safety and terrorism, organized crime, illicit drug torture, sexual violence, displacement, abduction, hostage taking, and “disappearances.” Black market sale – Arms transactions in which neither the production, drug trafficking, weapons smuggling, trafficking in export nor import was approved by the relevant authorities and human beings, money laundering, child pornography, financial The Right to Basic Social Services the entire deal is conducted in the shadows, taking advantage and high-tech crime and corruption.6 When weapons reach repressive regimes or abusive armed groups, the misuse of these weapons may 3 of lax controls and extensive networks of criminal syndicates. Proliferation – To grow by rapid production, to increase in interfere with people’s right to a decent livelihood, health services, and education. Armed violence, number as if by multiplying. actual and threatened, can prevent aid from reaching those who desperately need it, including to Arms transfers – All forms of arms shipments across HELP STOP AN ARMS TRAFFICKER. refugee camps. In western Tanzania, thieves used arms from refugee camps to rob Lake Victoria international borders, including aid and free gifts of surplus Monitoring – To watch, keep track of, or check, usually for weapons and ammunition, in addition to commercial sales, fishermen of their fish, money, and nets. a special purpose. This refers to adherence to laws, treaties, brokered sales, and licensed production.4 conventions and agreements. Human Development Derailed Arms brokering – Activities that are designed to facilitate Embargo – A ban. A trade embargo can be applied to a wide Human development depends on peace and personal security, and sustainable development is a victim or arrange or conclude an arms deal. It is also used to refer or narrow range of goods (such as arms) and may be imposed EDUCATION GUIDE of insecurity. According to the United Nations Development Program, most of the countries involved to those supplying transportation and financial services to on an entire country or only some. Some states or regional in armed conflict in 2003 were ranked at the bottom half of its human development index. This index complete an arms deal. organizations impose embargoes as part of their foreign policy, measures a country’s life expectancy, literacy, education, and GDP. Additional Resources Small arms and light weapons – Arms designed for personal but only the UN Security Council has the right to impose an use; light weapons are designed for use by several people embargo that must be honored by all states. serving as a crew. Small arms include revolvers and self-loading Amnesty International and Oxfam International, “The human cost of arms abuse,” Shattered Lives: the case for tough United Nations (UN) – A global organization of independent pistols; rifles and carbines; sub-machine guns; assault rifles; international arms control, (London and Oxford: Amnesty International and Oxfam International, 2003), 24-37. states formed in 1945 to promote international peace and DEAR EDUCATORS, DEAR EDUCATOR, and light machine guns. Light weapons include heavy machine security. Small Arms Survey “Violent Exchanges: The Use of Small Arms in Conflict” in Small Arms Survey 2005 (New York: Oxford guns; grenade launchers; portable anti-aircraft and anti-tank You’d think it would be easy to make a movie about the arms trade. In Lord of War, I play Yuri Orlov, a ruthless arms dealer who traffics University Press, 2005), 179-199 [online] http://www.smallarmssurvey.org/ guns; recoilless rifles; portable launchers of anti-tank missiles, You’d be wrong. My new film, Lord of War, was rejected by every major weapons to violent conflicts all over the world. United Nations Development Program (UNDP), Securing Development: UNDP’s support for addressing small arms issues, rocket systems, and anti-aircraft missile systems; mortars of studio in Hollywood. 1 “Missing Pieces: Directions for Reducing Gun Violence Through the UN Unfortunately, this film closely depicts real life. Perpetrators of July 2005 [online] http://www.reliefweb.int/rw/lib.nsf/db900SID/OCHA-6FLBWX?OpenDocument calibers of less than 100mm; ammunition, shells, and missiles Process on Small Arms Control.” Center for Humanitarian Dialogue. The film was eventually financed independently and was only possible unimaginable crimes continue to receive high-powered assault rifles for all the above; grenades; landmines; and explosives.5 2 Ibid. because the cast—Nicolas Cage, Ethan Hawke, Jared Leto, Bridget and shoulder-fired missiles from arms brokers and their governmental 3 Ibid. Conventional weapons – Heavy weapons that cover all military Moynahan, Eamonn Walker and Ian Holm—took pay cuts to appear in it. accomplices. Few restrictions are there to stop them. equipment not listed above; for example, tanks, armored 4 ‘Going to the Source of the Illness’, Dr Olive Kobusingye, presentation HOW TO USE THE TEACHER S GUIDE at ‘Small Arms and the Humanitarian Community: Developing A Strategy This film sheds light on weapons trafficking, the role that nations In the film Interpol Agent Jack Valentine, played by Ethan Hawke, lays ʼ for Action’, Nairobi, Kenya, 18-20 November 2001. USA (why USA if it’s in play in it, and the consistent failure of world governments to stop the it on the line to Yuri: “You get rich by giving the poorest people on the Kenya? ), 1994. (actually, this is not a unique definition, and I don’t believe uncontrolled trade in weapons. While you may be overwhelmed with the This teaching guide for Lord of War provides a framework for resources and organizations that can offer additional it needs to be footnoted at all. planet the means to continue killing each other.” The lack of controls for engaging students in activities and lessons that will information and insight into related topics, such as 5 This definition of small arms and light weapons was used in the 1997 scope of the problem, even small a contribution from someone like you regulating arms brokers and the global trade has helped facilitate the allow them to gain a greater understanding of issues collateral damage, gray market sales, arms and the role of report of the UN Panel of Governmental Experts on Small Arms (A/52/298, can help stop it. deaths of hundreds of thousands of men, women, and children each annex). that seem difficult and complicated. Teachers may want the Interpol. This guide is intended for use by upper high school and college age year. Countless others are tortured, maimed, or forced to flee their 6 www.interpol.int homes. to discuss some key components of the film with their Prior to viewing the film, the teacher should ask the students and can be used in the traditional classroom or a community students prior to watching the film. students to focus on the issues highlighted in the lessons. setting. The purpose of this educator’s guide is to provide students with This guide was created to help educators and students make some sense The lessons each employ different approaches, but each To aid students in this process, they should be given note information and issues connected to the arms trade crisis, shown in of what seems so senseless. Through lesson plans, critical questions, includes a series of discussion questions. The discussion cards or post-its in order to record their thoughts as they Lord of War, and to generate debate on how to stop the illegal sale of fact sheets and areas for further study, I hope that all involved gain a question can be used alone, or as an extension of the full relate to the different issues. arms. It is also a tool for analyzing what will be effective in the future greater understanding of this issue. And then, you can help stop this as the international community confronts similar conditions. needless bloodshed by joining Amnesty International and the Control lesson plan. It is recommended that the teacher become If you have further questions or would like additional Arms Campaign, an international campaign co-led by Amnesty that well versed in the issues presented in the movie and guide. support, please contact the Human Rights Education This guide is also your roadmap to joining with Amnesty International demands that governments better controlwww.amnestyusa.org/lordofwar the global arms trade. A glossary has been provided to assist with concepts, program of Amnesty International ([email protected]) activists around the globe to demand tougher international arms terms and organizations that may be unfamiliar to or visit our website (amnestyusa.org/education) controls. Join AIUSA and the efforts of the international Control Arms For more ways to get involved, log on to Campaign, which Amnesty is co-leading—please take action today and students. At the end of each lesson, links are provided I hope you will join me in this work—with your active involvement, we share your passion with the world. Thanks so muchWITH for yourAPPRECIATION, work. ANDREW NICCOL can make a difference. MANY THANKS—NICOLAS CAGE PROGRAM OBJECTIVES TARGET AUDIENCE This program has been designed for senior 1. To introduce discussion and analysis of the role of the Political Transition and Confl ict Teach high school and college age students. It international arms trade in the fi lm Lord of War and the 1. Organize the students into 4 or 5 groups and ask LESSON can be used in social and international = Supply and Demand LESSON importance of personal responsibility and action. 2 them to utilize the following source to research arms Materials 3 studies classes, history classes and as a 2. To examine the role of various countries or organizations • Flip Chart paper dealers. stand-alone learning opportunity. It can within the context of the international arms trade, and its • Map of the World Arms Brokers Unrestricted Source : http://www.pbs.org/frontlineworld/stories/ also be used in both school and community global effect. • Yarn or string sierraleone/breakingnews.html settings. 3. Break the students into three groups. Assign • Tacks 3. To engage students in discussion about the repercussions of each group one of the countries. Ask each group 2. Ask each group to identify 2 to 5 countries that the • Lord of War fi lm Learning Objectives weapons dealing, whether illegally or legally. dealer was actively engaged with and have them to research these countries further in order to • To contextualize the issue of arms traffi cking by arms respond to the following questions: 4. To analyze personal motivations for our actions and the answer the following questions: brokers. effects they may have on others. Learning Objectives • What role does their country play in the To examine and analyze the relationship between • To examine the mechanisms for stopping the illegal a. To what countries did the arms broker supply arms global arms trade? The groups should include transfer of arms by arms brokers. and/or ammunition? government political transitions and arms surplus and the legal and illegal sale of arms in their civil confl ict and arms demands. b. Identify the number of human rights abuses/violations research. Introduce that occurred in this country during the time period Personal and Collective Responsibility To examine what infl uences a government’s decision • How does your assigned country infl uence In the last decade and a half, arms brokers have been at in which arms were transferred. LESSON making in regards to the global arms trade. other countries in regards to the arm trade, 1 the center of many of the most c. Why were the human rights occurring? For example, if at all? Were there other countries that disturbing arms, including weapons transfers to armed was there an ongoing confl ict or political upheaval in Learning Objectives: tried to infl uence your assigned country by 2. Ask students to divide into pairs and have the students Introduce groups and countries under U.N. arms embargoes. In a the country at that time? 1. To identify the importance of personal responsibility to providing arms? discuss the following personal experiences: 1. Break students into groups and assign each group typical example, arms brokers organized a shipment of d. Describe the media coverage about human rights the group and community in preventing arms from being • What effect did the infl ux of weapons into the • What did you feel as you saw that Yuri Orlov’s a region of the world—for larger regions, assign 3,117 surplus assault rifl es from Nicaragua to Panama, violations/abuses or other political events occurring used to commit grave human rights violations. country, either internal or external, have on arms were being used to kill innocent civilians? two or three groups to specifi c countries. but in fact were diverted to Colombia’s paramilitary during this time period. What kind of language are 2. To examine personal motivations for such actions. human rights and the confl ict or transition? • Put yourself in the victim’s place, how would you 2. On fl ip chart paper, ask the students to write down Autodefensas Unidas de Colombia (AUC). At the time, they using to talk about these violations/abuses? What want the witnesses or bystander to respond? the names of countries in that region and assess Introduce: In small groups, students will refl ect upon and the AUC was accused of killing thousands of civilians do they attribute the violations/abuses to? • What is an individual’s responsibility to ensure the following: Close discuss the motivations of various characters in the fi lm. and was on the U.S. Department of State list of terrorist e. Were there any reported efforts to stop arms that a lethal weapon they provide is not used to • Identify whether or not the each country has 1. Prior to the report outs, give each group a ball of The students will then be asked to refl ect upon individual organizations. Yet many arms brokers, including those transfers, and if so, what were the challenges to commit human rights abuses? experienced a civil war or confl ict. yarn or string (make sure that each group has a and government responsibility in preventing the misuse of involved in the above and other illegal deals remain free curbing such transfers? • Explain whether or not there has been different color) and some tacks. arms and then examine their response. and unrestricted, and continue to traffi c arms to known 3. Have each group report their fi ndings and record the Close: 3. When the students have completed their signifi cant change within the country due to a 2. As the groups report out about their country’s human rights abusers. discussions, as a class, discuss the following: political process. role in the arms trade, have one member link their fi ndings on a fl ipchart. Teach: Despite U.S. and international efforts to prevent similar 1. Organize the students into groups of 3-4, assign each • How can we take personal and collective • Explain the changes that may have occurred country to any country they have contact with or deals, many governments have non-existent or weak 4. As a class, examine and discuss the similarities and group one of the following characters: Yuri Orlov, Vitali responsibility to prevent arms transfers to gross in this country due to external pressure. that they infl uence. laws/enforcement on arms brokering. For example, Irish differences. Orlov, Ava Fontaine, Baptiste Senior, Baptiste Junior, human rights abusers? • Assess whether or not the confl ict or civil war 3. After each group has reported their fi ndings, as a law does not control arms brokers who arrange weapons Simeon Weisz, or Valentine. Ask each group to discuss the in this country has affected other countries, class discuss the following: Close Further Study: supplies from foreign countries. This weakness made it following questions as they relate to their character: and what some of these effects may have • the scope of the issue As a class select one country and talk about the • Identify what can be done on the local level to especially diffi cult for the Irish government to prosecute • What was your character’s motivation for his/her been. • the sphere of infl uence certain countries have enforcement of UN arms embargoes. Have the students, bring awareness, such as letter writing, op-eds in an Irish arms broker in 2004 that was reportedly involved actions? 3. Have the students watch Lord of War, ask each • the effect of arms on countries in confl ict and through role-play or other interactive means, demonstrate local newspapers or involvement in student human in negotiations to supply 50 T72 tanks from Ukraine • How and why does his/her attitude change over group to note how countries in their region were how they may have served to prolong and when, where and how the situation would have been rights, social justice or peace groups. to the Sudanese military. In January 2004, the EU the course of the movie, if at all? depicted in the movie based on one of the above intensify the confl ict strengthened its arms embargo on Sudan out of concern different had the international community acted according • What were the consequences of his/her actions to descriptions. 4. As the students for their feedback about what they Resources: for its ongoing civil war. In addition, some countries such to the terms of the embargo. people immediately around him/her and beyond? have learned about arms Additional resources that support all of the lessons can be as Russia due to weak laws have allowed well-known arms • How would you characterize the level of his/her Teach proliferation. How do they feel about the subject? Extension found at: amnestyusa.org/education traffi ckers such as Victor Bout to remain free. Bout has personal responsibility and as events unfolded? 1. Ask each group to report their pre-screening Are they interested in learning more? Are they been implicated in violating or contributing to violate If your class participated in the Political Transition and • Identify 2 to 3 attempts, if at all, from your Amnesty International USA research and notes from Lord of War to the class. surprised by what they have learned? What do several U.N. arms embargoes in Angola, Liberia, Sierra Confl ict exercise, have them track the movement and character to stop the transfer or misuse of www.aiusa.org/lordofwar • Among the regions, what similarities did they they think are some ways to work towards solving Leone, and the Democratic Republic of Congo. The need actions of the various arms dealers on the map. As the weapons to gross human rights abusers? Lord of War fi nd? What differences? this crisis? for the international community to address this issue map fi lls with yarn or string, ask the students to refl ect on www.lordofwarthemovie.com • How did viewing Lord of War change the with strong laws, effective enforcement and a hig level what the map looks like and says to them about the issue students’ analysis of the information? Further Study of accountability is inparative and all countries must of arms traffi cking. 2. Ask the class to select: There are a number of international organizations that are increase efforts to this end. • a country in transition (Liberia, Iraq, East working to control the global arms trade; many are listed Resources Timor) in this resource. Students can research how this work has It may be most effective for this lesson to be spread out Media Resources • a county in confl ict (Sudan, Democratic progressed and what some of the major obstacles are. over two class periods so that students will have ample http://www.nytimes.com Republic of Congo, Colombia) time to research and respond to the questions given. This http://www.bbc.co.uk • a country that is recognized as having Additional Resources: For additional resources and lesson requires Internet access. http://www.cnn.com signifi cant global infl uence (US, Russia, reports, please visit Amnesty International USA http://www.lexisnexis.org China) www.aiusa.org/lordofwar or amnestyusa.org/education http://www.janes.com