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ICRC homepageExploring Humanitarian Law
  • EHL HOME
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Site map

  • EHL Home
  • Understanding EHL
    • Introduction to EHL
    • Methodology of EHL
    • Structure of EHL
    • EHL Resources
    • Rationale for teaching EHL
    • Implementation of EHL
    • EHL Virtual Campus
  • IHL in brief
    • Self-assessment quiz
      • TRUE or FALSE?
  • Explorations
    • Introductory exploration
      • Resources
    • Module 1
      • Resources
    • Module 2
      • Exploration 2A
      • Exploration 2C
      • Resources
    • Module 3
      • Exploration 3C
      • Exploration 3D
      • Resources
    • Module 4
      • Resources
    • Module 5
      • Exploration 5A
      • Exploration 5C
      • Exploration 5E
      • Resources
    • Closing exploration
      • Closing exploration
      • Resources
  • Methodology
    • Why teach EHL?
      • Your role as an EHL teacher
      • Teacher-training programme rationales
      • Objectives of teacher-training
      • Adapting the programme to your needs
      • A short pathway
      • Assessing student learning
    • Teaching methods
      • Discussion
      • Brainstorming
      • "No easy answers"
      • Using dilemmas
      • Role playing
      • Using stories, photos and videos
      • Writing and reflecting
      • Interviewing
      • Small groups
      • Gathering stories and news
    • Teacher-training workshops
      • 1. Introducing EHL to students
      • 2. Role playing: What can bystanders do?
      • 3. Working with dilemmas: A bystander's dilemma
      • 4. Using photographs to explore human dignity
      • 5. Building on students' ideas: The basics of international humanitarian law
      • 6. Viewing videos: Focus on child soldiers
      • 7. Using case studies: "What we did at My Lai"
      • 8. Small-group work: Responding to the consequences of war
      • 9. Using personal experience: Ethics of humanitarian action
      • 10. Applying learning: Youth projects
 
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