Planning the time
Students and teachers have found they would like to spend more time exploring this subject. To provide more time in class, you might plan to have students do some work as preparation between sessions and thus leave more time for discussions in class.
Exploration 2A introduced students to the rules of war, and Exploration 2B provided examples of precursors to those rules of international humanitarian law (IHL). Exploration 2C looks in depth at one evolving area of international humanitarian law (IHL): the rules governing the recruitment and use of children by armed forces or groups. It begins by taking a look at childhood and the needs of children. It then uses photos, a film and readings to communicate to students the experiences of child soldiers, and to help them understand the consequences of these experiences for the children themselves and for their societies. Finally, the exploration looks at the recruitment and use of children in armed conflicts around the world in such a way that no one can dismiss this practice as occurring in 'another part of the world.'
Objectives
- to become aware of the scope of the practices of recruiting and using boys and girls in war and the consequences of these practices
- to understand the need for a minimum age for the recruitment and use of children in war
- to learn that both IHL and human rights law prohibit the recruitment and use of children under 15 in armed conflict and that many countries have formally accepted a new law that raises this age limit to 18 years
Student resources:
- Photo collage 2C (PDF) 553 Kb
- Graph: What should be the minimum age for combatants (PDF) 118 Kb
- What does international law say? (PDF) 69 Kb
- Video and transcript: I don’t want to go back (8'40)
- Map: Child soldies around the world (PDF) 664 Kb
- Voices of child soldiers (PDF) 80 Kb
Teacher resources: 
Preparation:
- In the Methodology Guide, review teaching method 6 (Using stories, photos and videos) and workshops 4 ("Using photographs to explore human dignity") , 5 ("Building on students' ideas: The basics of international humanitarian law") and 6 ("Viewing videos: Focus on child soldiers") .
- If possible, view the relevant chapters of the teacher video (Viewing videos: Preparation and discussion and Student presentations: "If you could speak to the world" ).
Time: 
- Three 45-minute sessions
Brainstorm to start
Using the brainstorming approach can encourage most of your students to contribute ideas freely and imaginatively.
Children are (...) sacred for all, regardless of nationality and religion. Protecting children is a duty.
1.Children and their needs (10 minutes)
Begin with a discussion about children and their particular needs.
Possible questions:
- What is a "child"?
- At what age can a young person no longer be called a 'child'? (What is a teenager? An adult?)
- What are the basic needs of children?
- What can happen if these needs are not met?
In the EHL programme, 'child soldier' means a child who has been recruited or used by an armed force or armed group in any capacity. This includes children who have been used as fighters, cooks, porters, messengers, spies, or for sexual purposes. It does not refer only to children who take a direct part in fighting.
2. Think about a minimum age (25 minutes)
Present "Photo collage 2C" of child soldiers from around the world. Have each student or group choose one photo and explain why they chose it.
Possible questions:
- What are your reactions?
- How old are the children in these photos?
Divide the class into small groups, and have each group discuss the following questions and reach an agreement on the minimum age for the recruitment and use of children by armed forces or groups:
- Should there be a minimum age before someone may be recruited or used by an armed force or armed group?
- What should this be? Why?
Have all groups report and explain how they reached their decisions.
Present the graph "What should be the minimum age for combatants?".
Possible questions:
- Should international law stipulate the age before which children may not be recruited or used by armed forces or groups? Why?
Writing for understanding
Having students write their own summary of information can help them understand complex content. Take a few minutes to use the resource and rewrite the rule in their own words.
Before discussing this resource, students could be asked to write what they believe it says is the rule regarding the use of children in armed conflict. Then use the ideas students have written for how governments could try to make sure that the rule is followed as part of a brief brainstorming of ideas for enforcing the rule. You will find more on writing and reflecting in the Methodology section.
3. What does international law say? (20 minutes)
Present "What does international law say?".
After they have learned about the definition of 'child' as provided by international law, have students review their ideas on the subject.
Then ask them to compare their conclusions on the minimum age for recruiting or using children in armed conflict and the age set by international law.
Possible questions:
- Are you surprised by these rules? Why or why not?
Ask students how they think children might be used in armed conflict. Have them give examples.
[For example: as combatants, cooks, porters, messengers, spies or for sexual purposes]
Explain that the protections provided by international law cover the recruitment and use of children in armed conflict.
Then have students brainstorm about how to enforce the law with regard to child soldiers.
Possible questions:
- How do you think governments and armed groups could make sure that the rules on child soldiers are followed?
- Why do you think respecting and ensuring respect for the law on child soldiers can be particularly difficult?
[Over 2 million adolescents are estimated to have served in World War II as soldiers. In the face of huge losses in manpower, German boys became soldiers.]
When the German army was retreating in the face of the Allied advance in 1944, as a leader in the Hitler Youth, I was told I had been put in charge of several fighting units made up of 600-800 adolescents. I was to replace a veteran of World War I who had been moved to help set up defences on the Rhine. 'That's impossible,' I responded, 'I am not quite 17.'
4. Why do children become combatants? (15 minutes)
Point out that, despite the rules on the recruitment and use of children by armed forces and groups, this practice continues in many parts of the world.
Discuss:
- Since international law prohibits the recruitment and use of children armed conflict, why is it that children become combatants?
Possible questions:
- In your opinion, why do armed forces or groups want to use children in armed conflict?
- Why would a young person join an armed force or group?
[Sample responses follow.]
Why commanders want them:
- they don’t ask questions; they follow orders
- they can be easily controlled
- they can be made martyrs
- need for fighters
- they are not fully aware of the risks
Why young people might join:
- revenge, anger
- no parental/family support
- self-protection
- poverty, means of survival
- their societies value warfare, heroism, martyrdom
- peer pressure
There are children who join for so-called voluntary reasons. But I think one has to be very careful to recognize that there is no voluntary joining, in the sense that the vast majority of children who join willingly do so out of necessity or victimization, fear for security. Unaccompanied children who have no parents to protect them, people who are fearful that they will die of hunger or who have inadequate health care may seek military activity.
Video viewing
Videos can evoke strong emotional responses among the students. Give students a chance to express their reactions. You will need to be sensitive to concerns of any student who finds the subject matter troubling. More about using videos is available in the Methodology section.
5. Consequences of the use of child soldiers (50 minutes)
Introduce and view the video, I don’t want to go back, in which students will meet two former child soldiers (a boy and a girl) and a commander. Plan to show the video twice.
After the first viewing, ask students for their initial thoughts and feelings.
Possible questions:
- What are your reactions?
- What led Comfort to want to become a child soldier? What additional risks do girl child soldiers face?
- How old is Abraham? When did he become a child soldier?
- How did he become a child soldier? (child’s view and commander’s view)
To help students with the discussion and as preparation for the second viewing, distribute copies of the transcript.
Have them reflect on the initial remarks made by Comfort and Abraham.
Use the transcript and students' memory of I don’t want to go back to discuss the views expressed by Abraham's commander.
Possible questions:
- What do you learn about the situation for children in war from the commander’s remarks?
- Why are child soldiers likely to behave differently from adult soldiers?
Have students study the last part of the transcript in order to discuss what they can learn from the feelings expressed by Abraham.
Possible questions:
- What were this child soldier’s experiences and what were their consequences for him?
- What does Todorov’s statement mean?
Show the video a second time. Then encourage students to express any new insights or reactions they may have.
Have students write down answers to the following questions. Then conduct a discussion based on their views.
- What are the consequences of children taking part in war? For the child? For the family? For society?
- In the video, whose human dignity was affected? How?
Help for ex-child soldiers
Information about activities being done around the world to help ex-child soldiers is available at Help a Former Child Soldier or at Coalition to Stop the Use of Child Soldiers.
6. The global use of child soldiers (15 minutes)
Begin by asking students what they know about the use of child soldiers in different contexts around the world.
Possible question:
- What countries do you know of in which child soldiers have been used?
Present the map "Child soldiers around the world"
Possible questions:
- What conclusion(s) do you draw from this map?
- What can you say about the use of child soldiers in your part of the world?
KEY IDEAS
- Children must be protected in armed conflicts.
- One form of protection is setting and respecting a minimum age for recruiting children into armed forces or groups or using them in armed conflict.
- Under IHL and human rights law, a person under the age of 15 may not be recruited by armed forces or groups or used for any purpose in armed conflict.
- A more recent law raises this minimum age to 18 years.
Wider implications
Although not covered by IHL, children caught up in gangs suffer in ways similar to many child soldiers. Students can apply the humanitarian perspective to this problem, which is widespread in non-conflict countries.
Larger projects
A project might be developed as a result of students beginning their work here in the Current events/youth action activity. See the EHL Closing exploration for more about such student projects.
Extension activities
Children and gangs
The term 'child soldiers' refers to children who have been recruited or used by armed forces or groups, whether government armies, guerrilla groups or militias. The term does not refer to children or youths who are involved in street gangs.
Research and discussion topics:
Gang violence and the involvement of children:
- To what extent is gang violence a problem in your area?
- Are children involved in armed gangs? How old are the children who are involved?
Recruitment of children:
- Why do you think children may be involved in gangs?
- Do you think they have volunteered or have they been forced to join?
- Do you see any similarities between the recruitment of children into armed forces or groups and into gangs?
Consequences and ripple effects (immediate and long-term):
- for children who are members of a gang;
- for other children who are not directly involved;
- for the community.
Humanitarian acts:
- Do you know of stories that show an example of humanitarian behaviour related to situations of gang violence?
Stories of child soldiers from around the world
Read the stories of Zaw Tun, Myo Win, 'Susan,' Renuka and Malar in "Voices of child soldiers." Discuss a story in a small group, and then present it to the class, with the help of written notes, drawings or a dramatization that uses 'freeze frames' to depict significant moments.
After the presentations, discuss the following questions:
- What did the child experience?
- What do you think the effect on the child’s community would be?
- How did becoming a soldier affect these children’s lives and their future?
Survey
Refer to the graph showing the views of people in 16 countries on the minimum age for combatants. Prepare and conduct your own local survey on the question and compare the results with those shown in the graph.
Historical research
What is childhood? – Examine the past to discover how the definition of 'child' has changed over time and present your conclusions.
Use the following questions to guide you in your research.
- In what ways were children treated differently from adults?
- What was considered the age of adulthood?
- What were the criteria that defined an adult? Was it the same for boys and girls?
OR
History of child recruitment – Research the use of child soldiers in the past and examine recruitment practices.
- What social, cultural, ideological and economic factors come into play?
Note that in the rare cases that have captured public attention, child soldiers have become great symbolic figures. For example: Joan of Arc or the young David of biblical fame.
Current events/youth action
Research the issue of child soldiers today. Identify what is being done in the world and in your country to halt the use of child soldiers. [For example: demobilization of child soldiers, efforts to reintegrate them into communities, education]
Helpful starting points on the Internet include the websites of the International Committee of the Red Cross (ICRC), United Nations Children's Fund (UNICEF), the Coalition to Stop the Use of Child Soldiers and Human Rights Watch.
Represent the issue of child soldiers through drawing, painting, music or drama.
Research what needs to be done to make sure the law is respected.