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Using stories, photos, and videos Print E-mail

Exploring Humanitarian Law (EHL) engages the mind and the heart. Students "step into the shoes", figuratively, of people affected by war, whether they are civilians, soldiers or humanitarian workers. The programme makes use of one of the oldest techniques of passing on culture-story-telling. The stories, from many cultures, are generally about ethical decision-making. In addition to stories, EHL uses photos and videos, and photo narratives, to introduce students to real situations and to stimulate discussion.

Objectives

  • to stimulate students' thinking by using stories, photos and videos
  • to provide images and their contexts to help students understand certain concepts
  • to provide a common experience for students, as a springboard for discussion

Getting started

  • Before using stories, familiarize yourself with the background information and the focusing questions suggested in the EHL materials.
  • Where possible, assign stories to be read before class to ensure that students are already familiar with the content; this will give you more time for discussion. Review the stories in class as well. 
  • Introduce photo collages by explaining their purpose and context. (For example: "These are photos of people displaced by war.")
  • Prepare students for video presentations. Give them an introduction and a question to keep in mind or something to look for as they watch the video. Use the transcripts to refer back to specific information or parts that are difficult to understand.

Leading the group

After students have read a story, studied a photo or viewed a video, have them write down their thoughts and reactions before discussing what they have just seen. Some stories can be presented with a stopping point where a decision needs to be made. The freeze-frame technique can be used to present stories (see Role-playing in the Methodology section).

In addition to the specific questions you develop for a story, consider this set of general questions when you discuss stories, photos and videos:

1. Situation: Who is in danger? What is the nature of the danger? Who are the bystanders?

2. Options: What are the options available to the bystanders?

3. Consequences: What are the consequences of each course of action (intended/unintended; positive/negative; short-term/long-term)? What are the potential chains of consequences?

4. Perspectives: Consider the viewpoints of the various individuals involved. What guides them as they consider the consequences in a particular situation?

5. Decision: What decision would you make? Why?

During the discussion, have students ponder the following questions:
  • What is the threat to the life or human dignity of the individual?
  • What alternative actions are available?
  • What are the consequences of each action?
  • What is the rationale for the decision that is eventually made? 
  • What is the role of social pressure?
Some of the explorations encourage students to bring in stories, from their own families and traditions that relate to experiences of armed conflict or humanitarian action.

Materials contributed by students can be put on display, made into a scrapbook, integrated into the course (as a reading in a lesson or to illustrate a concept or experience), or posted on the EHL Virtual Campus to be shared with others.

Dealing with difficulties

  • The stories, photos, and videos may evoke strong emotional responses in students. Always give them a chance to express their reactions to the material.
  • If an image evokes a powerful emotional reaction from a particular student, he or she might not want to participate, which is quite all right. 
  • Talk privately with students who seem to be having problems dealing with the feelings that the materials evoke.

Assessing student learning

  • Do students use examples from the stories, photos or videos to understand broader concepts?
  • Ask students to develop their own stories, drawings, photos or videos to illustrate a concept.