Opening Activities

Activity 1:

Four Corners 

Beginning a unit with a difficult conversation is a surefire way to get students engaged. I have to say that I have had mixed reactions to these statements. Depending on your students, you may choose to conduct this activity as a Big Paper activity that will allow students more quite reflection and processing time, rather than trying to conduct a full class conversation. If you choose to use the four corners activity make sure to post the four signs, (Strongly Agree, Agree, Disagree, and Strongly Disagree) in the four corners of your classroom, then ask students to move around the room to the appropriate corner depending on their opinions of the statements below. Since some of the statements are long I recommend writing them out or having a printed copy in case students want to read them.

• Eye for an Eye, a Tooth for a Tooth

• A strong judicial system can deter individuals from committing crimes. 

• The international community has the obligation to prosecute perpetrators of crimes against humanity if those perpetrators are not being held accountable by their own nation. 

• When a conflict is ongoing, achieving justice is equally as important as achieving peace. 

• After grave crimes have been committed, justice can be best achieved through reparations for the victims rather than punishment for the perpetrators. 

• Achieving justice for crimes committed against one-group advances the civil and human rights for all people.

** If you like the idea of a sort, one idea for a phrase you can begin with is "Justice is achieved when..." Here are some potential options: The victims have closure ; The perpetrators are punished; The world learns of the crime; The perpetrators have paid; Perpetrators have been forgive; Upstanders are acknowledged; Perpetrators are reformed; The truth is revealed; The perpetrators are dead; The perpetrators are in jail; When it doesn’t happen again; Perpetrators feel the suffering of their victims; There is peace; There is a fair trial; When all the perpetrators are caught and convicted; Victims receive reparations) 

Homework: As a means of reflection on the discussion that is begun in class I ask students to Identify a time when someone wronged them or someone they care about. It might be a situation in which they or someone they love was treated unfairly, or it might be an accident that resulted in a loss. After this event, what would have needed to happen for “justice to be served”?

Activity 2: 

Pheobe Prince and Bullying and Schools

What does “justice” look like in our community?

In my family justice means/looks like_____________________________________

At Gotham justice means/looks like ______________________________________

Who do you go to when someone wrongs you in school? your home? in your community? in another country?

Students, either independently or in groups read, Girl's Suicide Increases Urgency to Prevent Teen Bullying By Seattle Times news services. Phoebe Prince's suicide raises questions about Massachusetts schools' role in preventing harassment. Forty-one other states, including Washington, have anti-bullying laws of varying strength. By talking about this case and asking who in fact is responsible and to what degree for her suicide begins the complex and controversial conversation of responsibility both individual and institutional.

Questions: 

• 1. Who is the victim? What happened to her?

  2. Who are the perpetrators? What was their crime?

  3. Can anybody else be held responsible? Why or why not?

  4. What steps were taken to seek justice on behalf of Pheobe Prince?

  5. Can "a lack of understanding of harassment associated with teen-dating relationships" be an explanation for not taking action to prevent it? Explain.

  6. Do you think that the “aggressive approach” will help to set a precedent for future bullying? Do you think its effective to use these kids to “set an example”? Explain.

  7. What actions are being taken to prevent future bullying?

  8. What is the problem with Cyberspace laws? Do you think this will change? How?

Activity 3: 

There is often a case of international injustice that is being heard or trying be heard at the Hague, ICC or some other international tribunal. The first time I taught this class there was news about attempts to bring war crime charges on President Bush. The second time I taught the course there was an attempt to bring a Guatemalan ex-dictator to court on charges of war crimes. Its often interesting for students to see that immediate relevance of the issues to be tackled in the course through such cases. 

Article 1: Bush and War Crimes?

Bush War Crimes: European Activists Call For Bush To Be Tried For Torture

The following article was publishing in the Huffington Post in September of 2009. In this article I underlined certain phrases that reflect themes and issues that will be returned to to throughout the semester. In this reading students can begin to see how some of the key concepts of the course focused on historical issues are in fact relevant and current in our present day in our country. Although there are many organizations and official documents to help the world define injustice, the debate about its definitions and who should be held responsible is in constant debate. 

Questions:

1. According to Kaleck, who is responsible to pursue justice?

2. How can President Bush be held responsible for torture that he did not commit himself?

3. Who has the right to accuse another country of war crimes?

4. Who defines what is a war crime?

5. Who has the power to prosecute?

6. What happens if injustices go unanswered?

Article 2: Wat Crimes in Guatemala 

Ex-Dictator Is Ordered to Trial in Guatemalan War Crimes Case 

By Elisabeth Malkin 

Questions:

1. What is Efraín Rios Montt and José Mauricio Rodríguez Sánchez being put on trial for?

2. What is the primary purpose of a government according to Judge Miguel Angel Gálvez? What does that mean in your own words?

3. Why is bringing Efraín Rios Montt such a momentous event?