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.

  • Ice-breaker (10-15 minutes): Ask students questions about the job of a public prosecutor. Here a list of ice-breaker questions:
    • Who employs public prosecutors?
    • What are the job requirements and key duties of the position of a public prosecutor?
    • Organized crimes often involve governmental corruption, business fraud, violence and intimidation and therefore require specialized skills and a corresponding grasp of complex operations. Would the functions of a public prosecutor in organized crime cases be different from public prosecutors specializing in other matters?
    • Is there a strategy for the prosecution service on countering transnational organized crime in your country?
    • What is the role of prosecutors in investigations?
    • Does the prosecutor have discretion over whether to pursue charges?
  • Give a brief lecture about prosecution strategies in organized crime cases based on the Module narrative and recommended literature (35-40 minutes).
  • Use some discussion questions (provided in the Module) to generate a debate about the topics covered in the lecture (20-25 minutes).
  • Break (10 minutes)
  • Administer and evaluate Quiz 9 (45 minutes): Give students 15 minutes to take the quiz (10 questions; sample questions are provided in the assessment section of the Module). Students can work in pairs to grade the quiz. They exchange quizzes and grade each other's results. Instructor asks individual students to read questions and discuss possible answers. This activity is expected to help students analyse the mistakes and learn from interaction with each other.
  • Assign one of the research and independent study assignments as part of homework for the next class.