This module is a resource for lecturers

Possible class structure

This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class. The lecturer may wish to disregard or shorten some of the segments below in order to give more time to other elements, including introduction, icebreakers, conclusion or short breaks. The structure could also be adapted for shorter or longer classes, given that the class durations vary across countries.

Hour One

• Pre-class activity (time varies): Using any news source, preferably one from their region, students should find stories about crimes and violence in which the perpetrator used firearms. They are to determine whether any information is revealed about the type, model, etc. of the firearm used. If so, write down the terms used to describe the firearms by the reporter. In addition, the students should record the fact that no information on the firearm was reported.
• In-class activity/ice-breaker (10-15 minutes): In small groups,students share the results of their research on how news sources report on the firearms. What implications can be drawn?
• Lecture: Give a brief lecture about how the international community describes the characteristics of firearms - types, functions, ammunition, markings, et al. (25-35 minutes). Videos can be used. This is also an appropriate time to introduce the various sources of information on firearms, their parts and ammunition (e.g., UNODC, Small Arms Survey).
• Quiz 1: Using the pictures of firearms, their parts and accessories have students take an oral quiz in which they identify the picture. Students write down the answers and then share them as a class.

Hour Two - Student engagement with firearms/SALW

• Students engage in one of the following activities:
• • A local law enforcement person gives a lecture on identifying firearms and on firearms functionality.
  • Visit a local law enforcement agency where they are shown and handle weapons that have been seized or confiscated in crimes.
  • View or participate in a police training exercise where students can observe the challenges in responding to a threat.

Hour Three

• Students share experiences from Hour Two. In small groups, students develop five takeaways from Hour Two and post them on a board or Google doc.
• Discuss the impact of different types of ammunition from a humanitarian perspective and the legal concerns they generate, using the below support materials:
• • Declaration (IV,3) concerning Expanding Bullets. The Hague, 29 July 1899
  • The 1899 Hague Declaration concerning Expanding Bullets A treaty effective for more than 100 years faces complex contemporary issues
• Discuss the meaning of the term "assault rifle."
• Discuss the implications of automatic versus semi-automatic fire.
• Students complete assessment exercise.

Next: Core reading

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