EDUCATION RESOURCES
Rules of war
5. Making choices: Acceptable or unacceptable
Rules of war: Acceptable or unacceptable
Explore what is acceptable and unacceptable during armed conflict with a walking debate and
dilemma-based scenario exercise.
Understanding the rules: Matching terms and definitions
1. The rules of war (based on the Geneva Conventions) use a number of important terms to help
decide what is ‘acceptable’ (legal) and ‘unacceptable’ (illegal) at a time of armed conflict.
Give out the terms and definitions sheet (see p.4) to learners in pairs and ask them to
carefully read the terms (in the bubbles) and try to match them to the definitions (in the boxes).
Go through each term (bubble) and see how learners matched it to the definitions. Once you
have gone through each, check against the correct matching below to ensure all learners
understand the key terms used in IHL.
Answers
A-6
B-4
C-3
D-2
E-1
F-5
Taking action: Making choices
2. This activity uses a series of images that can be downloaded for display as a Powerpoint (see
5a Making choices Walking Debate.ppt). The images depict a number of different scenarios
that require a decision to be made within the rules of law.
The activity takes the form of a walking debate using the images as a stimulus. Here is how to
organise the debate:
a. Establish a walking line in the room with ‘unacceptable’ (illegal) at one end of the room
and ‘acceptable’ (legal) at the other.
b. Explain to learners that you will display a scenario on the whiteboard/screen. They have
to use what they have learned to apply the principles of IHL to each scenario and
decide whether or not it is acceptable / unacceptable. In particular they should apply the
principles of ‘humane treatment’, ‘distinction’ and ‘proportionality’ [Note: learners may
want to refresh themselves of these key terms using the sheets from activity 1.]
c. Learners can work individually or in pairs to make their decision in each case. They
then move to the relevant part of the room, and you can ask learners why they made
that decision. Once they have shared their ideas, provide learners with the correct
response. Were their responses the same or different? Can they see how the rules of
war have been used to make those decisions?
d. Repeat the activity for each scenario/image. Answers are provided at the end of the
Powerpoint and can be shared at the end of the activity as a reflection on and reminder
of the key terms of distinction and proportionality.
1
© British Red Cross 2015. All images © British Red Cross 2015 unless otherwise stated.
This resource and other free educational materials are available at www.redcross.org.uk/education
The British Red Cross Society is a charity registered in England and Wales (220949) and Scotland (SCO37738).
EDUCATION RESOURCES
Rules of war
5. Making choices: Acceptable or unacceptable
IHL: Proportionality and distinction
3.
By assuming the role of military commanders, learners will be asked to apply the principles of
proportionality and distinction to a military scenario, exploring the complexities and difficulties
of weighing up military advantage and potential harm to civilians, ensuring that IHL is upheld
during armed conflict.
Ask learners to imagine that they are high level military commanders. They are fighting against
an armed group responsible who are responsible for the killings of thousands of civilians.
Members of your intelligence team have received information on the location of the
commander responsible for the rebel group. He has been found in a house in a remote village
which appears to have no one inside but himself.
They are responsible for giving military orders. They have been
searching for the rebel commander for several months and this may be
their only opportunity to strike. Given this information, would they give
the signal to shoot a missile at the room of the house? Ask students to
stand up if they would.
Ask the students to now imagine that the same commander is in the
room with his wife and three young children. Ask students to remain
standing if they would still authorise the attack. Would the groups have
any concerns?
Ask them next to imagine that 6 of his civilian house staff have entered
the room. Again ask the students to remain standing if they would
authorise the attack. What may have changed some people’s minds?
Under the principles of distinction and proportionality would the attack
still be justified? Ask the students to discuss as a group.
5 of the rebel group’s highest ranking officials have now joined the room.
Ask students to remain standing if they would authorise the attack.
Again, ask students what led to their decision.
The room has now been joined by 20 members of the local village. Has
this changed anyone’s decision to authorise the strike?
2
© British Red Cross 2015. All images © British Red Cross 2015 unless otherwise stated.
This resource and other free educational materials are available at www.redcross.org.uk/education
The British Red Cross Society is a charity registered in England and Wales (220949) and Scotland (SCO37738).
EDUCATION RESOURCES
Rules of war
5. Making choices: Acceptable or unacceptable
At the end of the activity ask students to discuss how they felt about making these decisions.
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
Were they easy?

Was there a point at which students did not authorise the attacks?

Was it easy to decide what a justifiable attack was and what was not?

Was there a point at which the potential human cost outweighed the military advantage of
the attack?

Could the use of a different weapon have enabled to strike to be carried out but with less
harm caused to civilians?
© British Red Cross 2015. All images © British Red Cross 2015 unless otherwise stated.
This resource and other free educational materials are available at www.redcross.org.uk/education
The British Red Cross Society is a charity registered in England and Wales (220949) and Scotland (SCO37738).
EDUCATION RESOURCES
Rules of war
5. Making choices: Acceptable or unacceptable
Rules of war – key terms and definitions
Match the terms in the bubbles with the definitions in the boxes.
4
© British Red Cross 2015. All images © British Red Cross 2015 unless otherwise stated.
This resource and other free educational materials are available at www.redcross.org.uk/education
The British Red Cross Society is a charity registered in England and Wales (220949) and Scotland (SCO37738).