©InfoTell students that they are about to see a photograph. They are unlikely to be able to recognise the scene. So to begin with their task is simply to look at it, note what is there, and begin to imagine what kind of place it might be.
Prompt by mentioning objects, such as the many buckets, the cables strung around, metal bowls, and an electric fan. Note how the lights are on, even though there seems to be daylight outside. What might the place feel like? Why is the fan needed?
Download the two images in a powerpoint.
Then show the second photograph, which is of another room in the same building. What is the striking element in this picture? Can anyone guess the news story?
Explain that the second picture was circulated by the Afghanistan authorities after they discovered a breakout from the central jail in Kandahar, known as Sarposa, in late April 2011. Invite students to recollect any detail they can about the incident.
It was widely reported that at least 470 prisoners, including Taliban commanders and fighters, escaped from the jail in a tunnel that was more than 360 metres long and took five months to construct.
Discuss the incident, and escapes in general, then move on to any of the activities below. They are focused generally on prisoners of war and detainees, and not referring to the fighting in Afghanistan or any other specific conflict. Note that there are many differences between the status of prisoners of war (combatants taken prisoner during an international armed conflict between two or more States) and detainees (generally those detained as rebels or insurgents in a non-international armed conflict).
Agree-disagree
This activity is a simple way in to exploring views about prisoners of war and detainees. Label one wall or part of the room as agree, the opposite one as disagree, and the space between as indicating appropriate uncertainty.
Then call out the following the statements, one at a time. Invite students to position themselves, then discuss. Encourage them to persuade, challenge and question each other. Give an opportunity for anyone who wishes to change places after hearing arguments.
- Prisoners of war should be held in better conditions than ordinary convicted criminals.
- Treating prisoners of war or detainees inhumanely should be regarded as a war crime.
- Prisoners' families probably suffer as much as prisoners.
- Prisoners of war who try to escape should be severely punished.
- Prisoners of war should regard it as their duty to try to escape.
- Child soldiers should never be in prison with adults, even if they were fighting alongside them.
- Prisons should be open to visits by neutral observers to make sure standards are adequate.
Round off the activity by getting the group to summarise the debate, pointing to areas of broad agreement and noting the major differences. Try to avoid labelling opinions right and wrong. Instead identify an area that interests students and explore what the law says. Try the next activity, or choose another element from the assembly kit ideas.
What would help?
What is prison in conflict like for women? Read this statement to the class, or circulate copies.
I speak for women – for mothers, wives, sisters and daughters everywhere. Often marginalised in our communities, we are even more powerless during conflicts. Our role is often to visit our men in prison, often travelling long distances in the hope that we can bring them food, clothing or medicine. Sometimes those trips are wasted.
Worst of all is when we do not know anything about our men. That happens when we lose contact with our partners, sons or fathers. They may be in prison. They may not have survived the fighting. To us, they have just disappeared, and no one will tell us where they are or why.
We are less likely to be detained than men are. But when we are, conditions for us are often worse than for men. Our living quarters are small, and do not have proper sanitary and cleaning facilities. And of course, we tend to be on our own, for there are no women to visit us, or even to know where we are.
Note the three areas it covers: visiting men in prison, waiting for news and being imprisoned. For a writing exercise ask students to choose one of the three areas and then, either
- write a creative fictional first-person account from the point of view of a woman facing that situation, bringing out her feelings and exploring the humanity of the situation
or
- make a list of practical suggestions to address the problems highlighted and to reduce the suffering of women.
Note: The statement is taken from a longer activity, intended as an assembly performance, written some years ago but still available.
Hollywood and reality
There have been many movies based in prison of war camps or detention centres. Discuss any that students are familiar with. Then talk about how they might compare with reality. Ask students, working alone or in groups, to make two lists. One should be of words that describe the heroism, dramatic action and unlikely plots of movies. The other lists words that describe what a prison of war is more probably like in reality.
These activities are from 12 May 2011 edition of newsthink, the news-based education resource. Sign up to receive free news discussions, videos, audio clips and photos every fortnight during term time via email.