INSTRUCTOR'S MANUAL/TEACHING NOTE

THE INTERNATIONAL COURT OF JUSTICE
CONSIDERS GENOCIDE:

Bosnia and Herzegovina
v.
Yugoslavia (Serbia and Montenegro)

Copyright © ISSN 1529-2215. All Rights Reserved

Howard Tolley, Jr.
University of Cincinnati

To Print Teaching Notes as a single file click here

[T]eachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them;

John Dewey

Case Overview

This interactive website (http://homepages.uc.edu/thro/genocide/index.html) encourages participants to play the role of a judge at the International Court of Justice (ICJ). The case brought by Bosnia in 1993 charges genocide and seeks damages from Serbia and Montenegro, the former Yugoslavia. Participants can explore the facts, research the law, and consider opposing arguments that support one side or the other. By identifying all the best facts and arguments that support each side, a participant can earn a perfect score of 100.¹

After receiving a score, participants are asked to decide two issues and to provide a written rationale justifying opinions for Bosnia and/or Yugoslavia. Participants may then compare their reasoning with the actual opinion of the ICJ on each issue before writing a personal conclusion reflecting on the court's judgment.

This Teaching Note is also available on-line. Individuals who want to use the TN are requested to submit information about intended use, and may then download it from the web.

The case is designed as a prototype problem for a teaching human rights on-line project on critical thinking and cross cultural communication. Classical forms of active learning -- the Socratic method, case based teaching, and simulation -- employ problem solving for intellectual and moral development. New technology for on-line text exchange and videoconferencing create unique opportunities for both individualized and group based problem solving exercises beyond the classroom in cyberspace communication between students of different cultures.

Case Design

The problem requires students to learn about a contemporary human rights dispute in order to resolve legal issues. The exercise is designed to improve i) knowledge of human rights, ii) critical thinking skills, and iii) cross cultural communication. Ultimately three levels of interaction will be possible ranging from personalized individual responses to group interchange.

1. In its current form as a SOLO exercise, students can work the problem independently and receive immediate feedback to both forced choice and written answers.
   
2. An INTERCOM component will guide teachers in using the cases for class discussion and simulation as well as for internet text exchange between their own students and with classes at other institutions, both in the U.S. and abroad.
   
3. In VIDEOCON, U.S. students will engage in transnational, live video discussion, debate, and simulation with classes from countries where the problems originated. A pilot videoconference ICJ simulation with three teams of student advocates and judges is planned for Spring 1998. Participants from Sarajevo and Belgrade are being sought for a transnational simulation on-line in 1999.
   

This prototype SOLO case will be further developed beyond individualized student feedback, to provide asynchronous and synchronous text, audio, and video communication between students from different institutions and cultures. By 1999 following development and dissemination of the first prototype cases, the project will arrange peer review for well designed cases by faculty who wish to contribute interactive curriculum materials to the electronic data base.

Intended Courses and Levels

The interactive problem seeks to improve ethical reasoning and cross cultural communication for undergraduate students in philosophy, history, political science, psychology, international relations, and women's studies; professional classes in law, education and business; as well as high school social studies. As distance learning and internet access become routinely available, the interactive problems should meet a growing demand for active learning materials in classes on International Law and Organization, Ethics and International Relations, Comparative Government, Human Rights, Modern European History, Critical Thinking, Philosophy of Law, Women's Rights, Educational Philosophy, and Social Change.

Objectives

[A]ll that the school can or need do for pupils, so far as their minds are concerned . . . is to develop their ability to think.

John Dewey, Democracy and Education, 1916

By placing factual and legal information in the context of a moral dilemma, the case seeks to develop six cognitive skills identified in Bloom's Taxonomy of Educational Objectives.

• knowledge--learning facts and rules
  
• comprehension--classifying facts as primary or secondary, understanding their meaning
  
• application--incorporating learned material in new situations, defining the central problem
  
• analysis--breaking material into its components parts, comparing and contrasting
  
• synthesis--reorganizing the components creating flexible solutions greater than the parts
  
• evaluation--assessing the solution's implementation²

Evaluating the rival claims obliges students as decision makers to comprehend facts, to apply legal norms, and to analyze different options. The goal is not only to understand the Balkan conflict and international human rights law, but also to learn critical thinking skills. Romm and Mahler note that higher level cognitive problem solving overlaps the separate affective domain identified by Bloom. Simulation and role playing are especially educational as "valuing can be achieved when students actually play a character. By experiencing a character as oneself they go beyond a mere accepting of the character's point of view that is typical of 'responding', into an active involvement, internalization and commitment to it."³

Assigning students an unpopular role promotes understanding of alternative values. As advocates for a human rights or authoritarian position they categorically reject, students may become less certain of their knowledge, more willing to entertain new ideas, to learn by questioning and entertaining a range of possibilities. Whether or not they ultimately modify deeply held personal beliefs, the exercise can provide fresh information and the ability to rebut an adversary. Students must identify unresolved issues, recognize relevant facts and legal authority, and reason by analogy. The case method and Socratic dialogue challenges students to balance competing norms and to explain reasoned conclusions.⁴

The case can also be a vehicle for developing oral and written communication skills in combination with assigned position papers and class debate. As a homework exercise or during class, students can write short answers making choices between the proposed reforms. Small class discussion groups of four to six students can then compare their ideas and explore disagreements. Next, selected representatives from each group can explain their reasoning to the full class. Those explanations should lead to a guided debate that clarifies differing value judgments about the importance of justice and security.

Finally, the problem can help develop student research skills. The appended reference section guides students to primary materials on the case which contain considerable additional information. The problem was completed in August 1996 as the ICJ released its second judgment in the case. Students could be assigned to investigate subsequent developments as the parties present evidence for the court to determine whether Bosnia is entitled to damages.

Implementation with Discussion at a Single Class Meeting

[T]he alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participating, sharing in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher.

John Dewey

The case forces students to select between competing authority and values to resolve a dispute that has no single answer. William Perry's work on the stages of intellectual development reveals the need to cultivate uncertainty in undergraduates' world view.⁵ High school graduates bring to college a dualistic mind set and ask to be taught the truth. Professor, what is the correct answer? How can there possibly be more than one way to solve that problem and still get it right? Dualists with simplistic views of truth and justice regard attorneys as unprincipled hired guns. The case method complicates that reality.⁶

Craig Nelson labels the elementary stage of cognitive development the "Sergeant Friday" approach, using "just the facts" to establish an unequivocal truth.⁷ At the intermediate level of cognitive development, Nelson describes a "Baskin and Robbins" mode when student relativists find some validity in every individual's unique tastes and have little basis for making value judgments. At the highest level of moral reasoning, the course instructor may enlist advanced students in evaluating universal principles, cultural relativism, and situational ethics.

In an undergraduate class of "Sergeant Friday" thinkers, a split decision illustrates the type of "Baskin and Robbins" uncertainty that would demonstrate development of intermediate level critical thinking skills. Reasonable minds may differ on how the ICJ should decide Bosnia's claims. What appears correct from a humanitarian perspective may seem erroneous to a rule of law advocate.

As a homework assignment, instructors should require students to bring printouts of their responses, score, and written answers from the interactive exercise to class. The exercise works as an educational rather than as a sorting tool. Students should make difficult choices on their own without first checking out the answers/analysis provided on-line. By awarding an equal pass to every student who turns in completed printout, the instructor can promote a more genuine student effort to understand the material. Those who do poorly should be encouraged to repeat the exercise and learn from their errors, but submission of a 100 score ought to be awarded the same passing grade as a 50. This Teaching Note has follow-up questions that may be used either for in class discussion or on a written test of student's ability to apply concepts learned by doing the web exercise. An instructor who wants to use the internet case to grade students on how well they answer the problem questions will need to limit access to the answers provided on-line.

Before students turn in their papers, the instructor may use class time to have work groups reorganize the three sections of eighteen forced choice items into four different issue areas. Which of the different facts and prior legal doctrines address which arguments? Students in each class group should compare their answers, noting areas of consensus and disagreement. A designated reporter from each group may then give an oral summary to initiate discussion by the entire class. If desired, a printout of the selection page can be prepared as an overhead transparency to assist when groups report their analysis to the entire class.

Arguments	Facts and Doctrines
The arms embargo violates Bosnia's right to self defense Only the Security Council may order provisional measures after war has begun	ICJ decision against Libya's challenge to Security Council sanctions ICJ decision on provisional measures on behalf of Nicaragua UN Charter Article 51 on the right to self defense
The Genocide Convention applied to Bosnia from its independence day Bosnia was not a party to the Genocide Convention during the alleged violation	The U.N. Secretary General accepted Bosnia as a successor treaty party rather than as a new state acceding to the Genocide Convention Rules governing when states obtain treaty rights
The fighting in Bosnia is a civil war not an international conflict	Evidence that Yugoslavia's army units never entered Bosnian territory
Yugoslavia is responsible for ethnic cleansing, a form of genocide The Genocide Convention does not apply to casualties in military conflict	The indictment of Yugoslav soldiers by the War Crimes Tribunal Security Council resolutions that condemn ethnic cleansing Bosnian Muslim's killing and deportation of Serbs, destruction of religious monuments Human Rights Special Rapporteur finding that Serbian ethnic cleansing did not appear to be a consequence of the war, but rather its goal Standard of proof required to establish genocidal intent

Once the class has sorted out which legal doctrines and facts apply to each argument, students should identify for each issue the items which support Yugoslavia and those which support Bosnia's claims. The instructor may then lead the students into a critique of the ICJ decision on the first two issues by evaluating the conflicting material. Did Yugoslavia have the superior argument on the arms embargo, and was Bosnia entitled to benefit from the genocide convention prior to its formal accession?

The exercise works best when all students have the same basic information. Some individuals may know more about the situation or about developments since the case was written. Any additional information that influences students' reasoning should be shared with all. In order to develop analytical skills, students should write papers assessing the strengths and weaknesses of the arguments for both sides. Students might consistently favor one party, or attempt a synthesis of the rival positions. All choices should be carefully reasoned and cogently explained.

Additional Questions Requiring Application and Analysis

[B]eware of 'inert ideas'--that is to say, ideas that are merely received into the mind without being utilized, or tested, or thrown into fresh combinations.

Alfred North Whitehead, The Aim of Education, 1929

Extensively publicized genocide in Central Africa can be used to frame hypothetical questions requiring application of principles established in the Bosnia case. After Hutu genocide against them, Tutsis won control of Rwanda's government in 1997. Hutu refugees fled from Rwanda to neighboring Zaire where U.N. workers provided humanitarian relief. Native Tutsis in Zaire subsequently killed many Hutu refugees as part of a military campaign led by Lawrence Kabila to take power.

1. What could the U.N. do to punish individual Tutsis in Zaire for acts of genocide?
   The Security Council has established a second ad hoc tribunal for Central Africa employing the same U.N. prosecutor who has investigated genocide in Bosnia.
   
   
2. If requested by Zaire, could the world court order the U.N. workers to leave the country?
   Reasoning by analogy from the Bosnia case, the ICJ might be unlikely to challenge not only a Security Council arms embargo but also U.N. deployment of relief workers. The court might however reasonably distinguish an arms embargo from personnel deployment and conclude that U.N. territorial intervention in a civil war requires the sovereign state's consent.
   
   
3. Could the ICJ hold Rwanda's Tutsi government responsible for genocide against Hutus in Zaire?
   If Zaire can show that Rwanda's military crossed the international border, directed or supported Tutsi rebels, the ICJ could assume jurisdiction since the dispute is an international conflict. The Bosnia opinion leaves unresolved whether the prohibition of genocide is so fundamental that even non-parties would be bound. If Zaire had not yet ratified the genocide convention, it could do so with retroactive effect, but if Rwanda was not a party the court might be unable to use the treaty as a basis for jurisdiction. Given the court's expressed commitment to enforcing a prohibition on genocide, it might invoke other international standards as was done by the Nuremberg tribunal.
   
   
4. If the ICJ hears the case, what additional judges would be appointed?
   Since neither Rwanda nor Zaire have a judge on the court, each state could select either one of their own national legal experts or another jurist of their choice.
   
   
5. Is there any immediate response to the fighting the court could make?
   The ICJ could order provisional measures as it did in the Bosnia case calling on either one state or both parties to discontinue all war crimes.
   

Optional Simulation at a Second or Third Class Meeting

Students will learn more from the exercise when assigned roles to play in a simulated ICJ hearing of oral argument by opposing counsel. The following recommended one week schedule of three fifty minute classes could be combined into two seventy-five minute sessions for classes that only meet twice a week.

The course syllabus or other advance handout should specify the simulation date, offer a preliminary introduction to the different roles, and provide a response form (if students are invited to express a preference for a particular role as counsel or judge). Assign individuals to prepare oral argument as opposing counsel and instruct judges to prepare questions. Co-counsel should prepare and distribute advocacy briefs in advance using class email address if possible.

Depending on the number of issues identified and the number of judges participating the simulation can work with as few as three students, and it is possible to involve up to twenty-five. Here is a format for eleven students playing three judges and two co-counsel for each side on two of the four possible issues. The remaining two issues can be used in class discussion to assist those preparing for the simulation.

• Advocates for Bosnia
  
  • 2 Co-counsel -- Issue of Security Council arms embargo
    
  • 2 Co-counsel -- Issue of whether Bosnia was a party to genocide convention
    
• Advocates for Yugoslavia
  
  • 2 Co-counsel -- Issue of Security Council arms embargo
    
  • 2 Co-counsel -- Issue of whether Bosnia was a party to genocide convention
    
• Judges of the ICJ
  
  • President of the court (from Algeria)
    
  • 2 Ad hoc judges appointed by Bosnia (from U.K.) and Yugoslavia (a Serbian)
    

FIRST SESSION, MONDAY:

• Lecture on Balkans political history through the 1995 Dayton Peace accords, individual war crimes prosecutions in the Hague, and Bosnia's genocide case at the ICJ.
  
• Review instructions for all to do the web exercise. Assign all to print out pages indicating the choices made, scoring results, and their written answers.
  
• Follow-up email to class from instructor identifying roles, repeating instructions.
  

SECOND SESSION, WEDNESDAY:

• Identify one issue for discussion: Is it a civil war or international conflict? Overhead transparency to display response form listing choices of facts and legal authority that students should have brought to class as a printout. Discuss which facts and authority relate to the civil war issue and which items support Yugoslavia or Bosnia.
  
• Identify a second issue for analysis: Is Yugoslavia responsible for genocide? Discuss which evidence and legal precedent supports each party's position on ethnic cleansing.
  
• Restate the two remaining issues to be argued by counsel at next class session. Instruct co-counsel to write advocacy briefs by selecting the best evidence and legal authority for their client from the list. No additional research required beyond creative analysis using previously assigned text readings. Clarify roles of co-counsel and ICJ judges, noting availability of the July 1996 ICJ opinion on-line for those interested. Group work at conclusion of class to discuss advocacy briefs for class email distribution prior to noon Thursday.
  
• Collect page print-outs of all students' scores from individual web role play.
  

THIRD SESSION, FRIDAY

• Role play oral argument. Five minutes for each side on each issue, with more time as needed for questioning by judges. Brief caucus of co-counsel, then three minute closing argument per side. Judges vote separately on each issue, announce results.
  
• Debriefing: Return student score pages for in-class correction of errors using overhead transparency. Identify additional arguments and evidence not included in the internet materials.
  
• Wrap up mini-lecture on ICJ split decisions of 1993, 1996 and remaining issues.
  
• Consider and discuss analogous relationships--U.S. Supreme Court Judicial review of Congress, European Court of Justice and Parliament. Consider significance of distinction between civil war and international conflict.
  
• Present and discuss hypothetical analogy arising from genocide in Central Africa using five discussion questions provided above.
  
• Preview how the analytical approach used may be tested on future written exam. Prepare exam questions such as the Rwanda problem above to assess whether the exercise fulfilled the learning objectives.
  
• Circulate and discuss the evaluation form on the following page to obtain students' written assessment of the exercise.
  

Student Evaluation of ICJ Genocide Case Simulation

For each of the specified goals, provide an anonymous rating on an A to F scale:

	A	B	C	D	F
1. enhancing knowledge and comprehension of the ICJ, Bosnian situation, treaty law, etc.
2. developing critical thinking skills of questioning, analysis and application
3. promoting effective collaboration with other students in problem solving
4. fostering improved electronic, written and/or oral communication skills.
5. stimulating interest in and effort to understand international law and organization
6. Overall value of the project as presented by the instructor for your major.

	YES	NO
7. Did you use email for the exercise?
8. Was the ICJ case on-line preferable to reading a traditional problem?
9. Was 1 week in a 10 week quarter for the case too much class time?
10. Should more case problems be used in place of assigned text readings, or mid-term exam, or research paper?

Please comment in the space provided on the best and worst features of the ICJ case simulation:

Next Steps

As the Balkan situation evolves, the parties may negotiate a political resolution of their dispute without further court hearings, or the ICJ may proceed to review Bosnia's claims of genocide. Interested students may be assigned research projects on what has happened since the 1996 ICJ opinion presented in the problem.

Instructors interested in arranging internet and/or teleconference simulations of the case with classes from other universities in the U.S. and Central Europe may contact the case author for current information about the Teaching Human Rights On-Line project.

The THRO website also has an earlier version of the problem that invites students to play the role of counsel for either one of the states. Scores are awarded based on how well the student identifies the arguments, facts and legal authority which presents the strongest case for the client they choose to represent. There are no questions requiring written answers on-line, and student's receive the court's decision along with their score. The author presented a paper at the International Studies Association evaluating a pilot test of that simpler problem format which is also available on the THRO website.

Instructors who use either this ICJ problem or a second THRO prototypye case--"Prime Minister Rao's Dilemma: Terrorism and Human Rights in India"--are urged to assist the teaching initiative by providing feedback to the author on their students' experience with the exercises. The human rights project will also arrange peer review for contributors who submit interactive cases.

References on Case Problems and the Case Study Method

• Barnes, Louis et al. ed. Teaching and the Case Method, Harvard Business School Press, 1994, Charles I. Cragg, "Teachers Also Must Learn," pp. 9-14.
• Bloom, Benjamin S. Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. N.Y., McKay: 1956.
• Boehrer, John. "Spectators and Gladiators: Reconnecting the Students with the Problem," Teaching Excellence--Toward the Best in the Academy 2,7 (1990-1991).
• Elmore, Richard F. ed., "Curriculum and Case Notes," Journal of Policy Analysis and Management 9,2 (1990), pp. 297-302.
• Farer, Tom J. Human Rights and Foreign Policy: What the Kurds Learned (A Drama in One Act) Pew Case Study in International Affairs #515, 1993.
• Gonick, Lev S. The CMSS Experiment and the End of Self Reliance in India. One of many Pew case problems available on the world wide web through: "CaseNet: Active Learning in International Affairs" at http://csf.colorado.edu/CaseNet/index.html.
• Hutchings, Pat. Using Cases to Improve College Teaching, AAHE, 1993.
• Mingst, Karen (ed.) "Special Issue: Case Teaching in International Relations," International Studies Notes, 1994, 19, 2.
• Nelson, Craig. "Tools for Tampering with Teaching's Taboos," in New Paradigms for College Teaching, William Campbell and Karl Smith, eds. Interaction Books, 1997.
• Nelson, Craig. "Collaborative Learning and Critical Thinking" in K. Bosworth and S. Hamilton, eds.: Collaborative Learning and College Teaching, Jossey-Bass, 1994.
• Perry, W.G. Jr., Forms of Intellectual and Ethical Development in the College Years, A Scheme. Holt, Rinehart and Winston, 1970.
• Romm, T. and S. Mahler, "A Three dimensional model for using case studies in the academic classroom." Higher Education, 15(6), 677-696, at 681, 1986.
• Shreve, G.R. "Classroom litigation in the first semester of law school -- an approach to teaching legal method at Harvard," Journal of Legal Education 29(1): 95-105, 1977.
• Vagts, D.F. "The 'other' case method: education for counting house and court house compared," Journal of Legal Education 28(4): 403-22, 1977.

Teaching Cases and Faculty Development Conferences

The Pew Case Study Center of Georgetown University and the John F. Kennedy School of Government at Harvard make available a range of case problems suitable for use in several social science disciplines as well as in business, law, and related professional programs.

• Kennedy School Case Studies, Case Catalog, Case Program Sales Office, Kennedy School of Government, 79 JFK St., Cambridge, MA 02138; (617) 495-9253; E-mail: cp_sales@ksg1.harvard.edu. The catalog may be searched on-line via internet in the folder "Kennedy School Case Studies" on gopher://ksggopher.harvard.edu:/70/11/KSG/Kennedy
  
  
• Pew Case Studies in International Affairs, The Institute for the Study of Diplomacy, School of Foreign Service, Georgetown University, Washington, D.C. 20057; (202) 687-8971. The Catalog is on-line at http://sfswww.georgetown.edu/sfs/programs/isd/files/pub.htm. Some cases are available on line at "CaseNet: Active Learning in International Affairs," http://csf.colorado.edu/CaseNet/index.html. CaseNet is a development of the Pew Faculty Fellowship in International Affairs, a program of the John F. Kennedy School of Government at Harvard University and the Pew Charitable Trusts. Over one hundred Pew Faculty Fellows who were trained from 1990-1995 continue to spread the gospel at professional meetings and maintain an email listerv on the web.
  
  
• Lilly Conferences on College and University Teaching offered by the International Alliance of Teacher Scholars, Inc., 414 S. Craig St., Suite 313, Pittsburgh, PA 15213; (800) 718-4287; E-mail:Alliance@IATS.com. Regional conferences in 1996-97 were conducted in New Hampshire, Oregon, California, Ohio, Maryland, and Georgia.
  
  
• Pace University, previously in conjunction with the American Association of Higher Education, sponsors a summer workshop at the University of British Columbia in Vancouver. Rita Silverman and William Welty, Center for Case Studies in Education, School of Education, Pace University, 861 Bedford Rd, Pleasantville, N.Y. 10570; E-mail:welty@pacevm.dac.pace.edu.
  

Endnotes

¹ The format was modeled on Harvard Professor of Constitutional Law Arthur Miller's web site of structured role playing exercises "Courtroom Challenge" which presented seven landmark Supreme Court civil liberties disputes. CourtTV formerly sponsored the challenge on its website.
² Benjamin S. Bloom, Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. N.Y., McKay: 1956.
³ T. Romm and S. Mahler, "A Three dimenisonal model for using case studies in the academic classroom. Higher Education, 15(6), 677-696, at 687, 1986.
⁴ J. Kleinfeld, "Changes in problem solving abilities of students taught through case methods." Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 334 154).
⁵ W.G. Perry, Jr., Forms of Intellectual and Ethical Development in the College Years, A Scheme. Holt, Rinehart and Winston, 1970. Craig Nelson, Professor of Biology, Indiana University regularly offers workshops on critical thinking at Lilly conferences (see appendix). See Craig Nelson, "Tools for Tampering with Teaching's Taboos," in New Paradigms for College Teaching, William Campbell and Karl Smith, eds. Interaction Books, 1997. Craig Nelson,"Collaborative Learning and Critical Thinking" in K. Bosworth and S. Hamilton, eds.: Collaborative Learning and College Teaching, Jossey-Bass, 1994.
⁶ Pat Hutchings, Using Cases to Improve College Teaching," AAHE, 1993. Louis Barnes, et al., ed., Teaching and the Case Method, Harvard Business School Press, 1994
⁷ Craig Nelson, Professor of Biology, Indiana University regularly offers workshops on critical thinking at Lilly conferences (see appendix). See Craig Nelson, "Tools for Tampering with Teaching's Taboos," in New Paradigms for College Teaching, William Campbell and Karl Smith, eds. Interaction Books, 1997. Craig Nelson,"Collaborative Learning and Critical Thinking" in K. Bosworth and S. Hamilton, eds.: Collaborative Learning and College Teaching, Jossey-Bass, 1994.