All Concepts
Democracy & Government

War and Peace

What war is, why wars happen, how laws try to limit the harm of war, and how societies build lasting peace.

Core Ideas
1 Conflict happens, but it can be solved without hurting anyone
2 Words are better than fists
3 A strong person knows how to stop a fight, not just start one
4 Peace takes work — it does not just happen
5 Everyone should feel safe
Background for Teachers

Young children can begin to understand peace and conflict through their own experience of disagreements — with friends, siblings, and classmates. Children do not need the word 'war'. But they can learn the basic principles: disagreements are normal and can be worked out; hurting people is not a good way to solve problems; strong people help others feel safe; peace is something we build together, not just the absence of fighting. These early habits of conflict resolution are the foundation of peaceful societies. Countries that handle conflicts well at every level — in homes, schools, workplaces, courts, and between nations — are far less likely to end up at war. Teaching children to handle conflict with words, empathy, and fairness is one of the most important things a school can do. No materials are needed — this lives in everyday classroom culture.

Classroom Activities
Activity 1 — Words instead of fists
PurposeChildren understand that disagreements can be worked out by talking.
How to run itDescribe a common disagreement: two children both want to use the same toy. Ask: what are some ways this could end? Collect ideas. Some examples: one child grabs the toy and runs off; one child pushes the other; they cry; they shout; they take turns; they play with it together; they ask a grown-up to help. Discuss: which of these ways make everyone feel better? Usually: taking turns, playing together, asking for help. Which make things worse? Grabbing, pushing, shouting. Discuss: when we talk about a problem — even when we are upset — we often find a way that works. When we use our fists, we hurt people, and the problem often gets worse. This is true for small problems and big problems. Even countries solve their problems best by talking.
💡 Low-resource tipDiscussion only. No materials needed.
Activity 2 — Helping someone who is scared
PurposeChildren learn to be peacemakers in their own group.
How to run itAsk: have you ever seen someone who was scared? What was it like? What did you do? Collect ideas. Discuss: when someone is scared, what helps? Being gentle. Asking what is wrong. Staying with them. Telling a grown-up. Offering to share. Now ask: what if you see two friends fighting? What can you do? Discuss. Usually: not joining in. Helping them stop. Telling a grown-up. Standing near the person who looks more scared. Discuss: a peacemaker is someone who tries to help when things are going wrong. You do not have to be bigger or stronger. You just have to be kind and brave. Being a peacemaker in small moments builds the habit that makes the whole world better.
💡 Low-resource tipDiscussion only. No materials needed.
Activity 3 — Building friendship
PurposeChildren see that peace is not just the absence of fighting — it is something we build.
How to run itAsk: what makes a classroom a nice place to be? Collect ideas. Kindness. Sharing. Laughing together. Listening. Helping. Being fair. Discuss: these are not just nice — they are what creates peace. A classroom where everyone is quietly afraid is not really peaceful. Peace is a place where everyone feels safe and welcome, not just where there are no fights. Now ask: what can each of us do to make our classroom more peaceful? Small things matter. Saying hello. Smiling. Sharing snacks. Asking a quiet person to join a game. Apologising when we make a mistake. Discuss: peace is built every day, one small action at a time. The same is true between countries. Real peace is not just the end of fighting — it is building the friendship and trust that stops fighting from starting again.
💡 Low-resource tipDiscussion only. No materials needed.
Discussion Questions
  • Q1What is a disagreement you have had with a friend? How did you work it out?
  • Q2What is the difference between being strong and being a bully?
  • Q3What can you do when you see two people fighting?
  • Q4What makes a place feel peaceful? What makes it feel not peaceful?
  • Q5How can you be a peacemaker in your class?
Writing Tasks
Drawing task
Draw a picture of a peaceful place or moment. Write or say: This is peaceful because ___________. I can help make our class peaceful by ___________.
Skills: Identifying peace and personal action
Sentence completion
When I disagree with someone, I should try to ___________. A peacemaker is someone who ___________.
Skills: Articulating conflict resolution and peace-building
Common Misconceptions
Common misconception

The strongest person always wins.

What to teach instead

In the short term, a bigger or louder person may get their way. But that is not the same as winning. A child who takes a toy by grabbing it will probably not have friends who want to play with them. A country that takes something by force will probably make many enemies. Real strength is being able to stop a fight, share fairly, and work things out. Anyone can be strong in this way — not just the biggest or the loudest.

Common misconception

Peace just means no fighting.

What to teach instead

Real peace is more than just quiet. A place where one person is afraid of another is not really peaceful — even if there is no loud fight. Real peace means everyone feels safe, everyone is treated fairly, and people talk to each other. Peace is built with kindness, trust, and fair rules. It is something we make together, not something that just happens.

Core Ideas
1 What war is and why it happens
2 The huge cost of war
3 Laws of war — rules even in fighting
4 The right of peaceful settlement
5 Why some wars are considered just
6 Building lasting peace
Background for Teachers

War is organised violence between groups, usually between countries or within countries, in which many people are killed or harmed. War is one of the oldest and most destructive human activities. The 20th century alone saw two World Wars, dozens of other major conflicts, and an estimated 100-150 million deaths from war and war-related causes. Why wars happen is one of the hardest questions in political science.

Common causes include

Disputes over territory; disputes over resources (oil, water, minerals); disputes over power and influence; ethnic or religious conflict; ideological disagreement; defence against attack; the ambition of individual leaders. Usually, several causes combine. Wars rarely have a single cause, and the stated reasons are often different from the real ones. The cost of war is enormous. Millions are killed, directly and indirectly. Many more are wounded physically and psychologically. Millions become refugees, fleeing destroyed homes. Infrastructure — roads, schools, hospitals, water systems — is destroyed.

Economies are ruined

Children grow up in trauma.

Cultural treasures are lost

Environmental damage is often severe. The effects persist for generations: children of war survivors carry the trauma; destroyed economies take decades to rebuild; broken societies struggle to heal.

Laws of war

Despite the violence, societies have long tried to set limits on war. International humanitarian law (IHL) — most fully set out in the Geneva Conventions (1949) and their Additional Protocols — establishes rules that apply even during armed conflict.

Key principles

Protect civilians (who should never be targeted); treat prisoners of war humanely; care for the wounded; do not attack hospitals, schools, or cultural sites; do not use banned weapons (chemical, biological, certain explosive weapons). These rules are backed by international courts. The International Criminal Court (established 2002) prosecutes war crimes, crimes against humanity, and genocide. Earlier tribunals (Nuremberg after WWII, Yugoslavia, Rwanda, Sierra Leone) prosecuted specific conflicts.

Just war theory

For centuries, thinkers have tried to distinguish wars that might be morally acceptable from those that clearly are not. The 'just war' tradition, running from Augustine (5th century) through Aquinas, Grotius, and modern writers, developed criteria. A war might be just if: the cause is legitimate (self-defence, protection of civilians from mass atrocity); all other options have been tried; it is declared by proper authority; the likely harm is not greater than the harm it prevents; civilians are not deliberately targeted. Critics note that these criteria have been used to justify many wars that later look unjust. Pacifism is an alternative view — that all war is wrong and non-violent alternatives should always be sought.

Peaceful settlement

International law strongly favours peaceful resolution of disputes. The UN Charter (1945) commits member states to 'settle their international disputes by peaceful means'.

Tools include

Negotiation between parties; mediation by a neutral third party; arbitration with a binding decision; international courts (the International Court of Justice handles disputes between states). Many disputes are resolved this way without war. The UN also provides peacekeeping — sending international forces to help maintain ceasefires after fighting ends.

Building lasting peace

Ending fighting is not the same as building peace. After wars, societies face the task of peacebuilding — rebuilding institutions, repairing infrastructure, addressing the causes that led to war, helping survivors heal, and preventing a return to violence. Historically, some wars have produced lasting peace (Western Europe after 1945); others have seen repeated conflict (Afghanistan, Congo, Sudan). Successful peacebuilding usually requires addressing real grievances, building trust across divided groups, and creating institutions that let disputes be handled peacefully.

Teaching note

This is a specifically sensitive topic. Students may have family connections to current or past conflicts; some may have refugee backgrounds. Present the topic honestly but with care. Avoid choosing sides in current political conflicts; focus on principles and historical cases that students can examine with some distance.

Key Vocabulary
War
Organised violence between groups — usually between countries, or between groups within a country — causing many deaths, injuries, and great destruction.
Peace
A state of not being at war. Real peace is more than the absence of fighting — it also means safety, fairness, and the ability to resolve disagreements without violence.
Civilian
A person who is not part of the military. Civilians are protected by international law and should never be deliberately targeted in war.
Geneva Conventions
A set of international treaties (the main ones signed in 1949) that set out rules for how wars must be fought — protecting civilians, prisoners, the wounded, and hospitals.
War crime
A serious violation of the laws of war — such as deliberately attacking civilians, torturing prisoners, or using banned weapons. War crimes can be prosecuted by international courts.
Ceasefire
An agreement between fighting sides to stop the fighting, either for a short time or as a step toward lasting peace.
Refugee
A person who has been forced to leave their country because of war, persecution, or violence, and who cannot safely return.
Peacekeeping
When international forces — usually under the UN — are sent to a country to help keep peace after a war, protect civilians, or monitor a ceasefire.
Classroom Activities
Activity 1 — Why do wars happen?
PurposeStudents understand the main causes of war and how they combine.
How to run itPresent the most common causes. Territory: one group wants land held by another. Resources: groups fight over valuable resources like oil, water, minerals, or good farmland. Power: groups or leaders want more influence over others. Ethnic or religious conflict: groups fear or hate each other because of identity. Ideology: different beliefs about how society should be organised. Defence: a country is attacked and defends itself. Personal ambition: leaders start wars for their own glory or political gain. Walk through some well-known historical examples. World War I (1914-1918) had multiple causes: competition between European powers, alliance systems, militarism, the murder of an Austrian prince, fear of rivals. World War II (1939-1945) was driven partly by Nazi Germany's ambitions, the unresolved problems left by WWI, and the global rise of fascism. Many civil wars have been driven by ethnic divisions combined with political breakdown — Rwanda 1994, Yugoslavia 1990s. Resource wars are often hidden behind other causes. Ask: do wars usually have a single cause? Almost never. Several causes usually combine. And the stated reasons often differ from the real ones — governments may say they are defending their country while the real goal is seizing resources or distracting from problems at home. Discuss: understanding why wars happen is the first step to preventing them. If we know that wars come from specific causes, we can work on those causes — through fair rules, resolving disputes, protecting minorities, and building trust between countries.
💡 Low-resource tipTeacher presents causes and examples verbally. No materials needed.
Activity 2 — Rules even in war
PurposeStudents learn about the laws of war and why they exist.
How to run itAsk: if war is already terrible, are rules really important? Why? Discuss. Then present the main rules of international humanitarian law, set out most fully in the Geneva Conventions (1949). (1) Protect civilians. Civilians — people who are not fighting — should never be deliberately targeted. Bombing hospitals, schools, or homes is forbidden. (2) Treat prisoners humanely. Soldiers who surrender cannot be tortured, killed, or mistreated. (3) Care for the wounded. All wounded people — from any side — must be given medical care. (4) Protect hospitals, schools, and religious sites. These places must not be attacked. (5) No banned weapons. Chemical weapons, biological weapons, and certain other weapons are banned. (6) No genocide or ethnic cleansing. Attempting to destroy a people because of who they are is the most serious crime of all. Discuss why these rules matter. Even in war, there is a difference between fighting soldiers and attacking children. Rules save lives — many lives, over many wars. They also make peace easier afterwards, because some trust remains between the sides. Ask: are these rules always followed? No. War crimes happen in nearly every conflict. But the rules still matter. Breaking them is a crime. The International Criminal Court and other tribunals have prosecuted war criminals from many conflicts. When rules are followed, war is less terrible. When they are broken, there is at least a record — and often, eventually, justice. Discuss: who enforces these rules? National courts, international courts, the UN, and sometimes ordinary soldiers who refuse illegal orders. Every person has a role.
💡 Low-resource tipTeacher presents rules verbally. Students discuss. No materials needed.
Activity 3 — How is peace built?
PurposeStudents understand that lasting peace takes work and specific conditions.
How to run itExplain that ending a war is not the same as building peace. After fighting stops, a country often faces huge challenges. Destroyed homes, schools, and hospitals. Millions of people with trauma. Deep mistrust between former enemies. Economic collapse. Broken institutions. Ask: what would a country need to really be at peace, not just not fighting? Collect ideas. Present the main elements of peacebuilding. (1) Safety: a ceasefire that actually holds. Weapons taken off the streets. Fighters returning to civilian life. (2) Addressing causes: if the war was about resources, ethnic divisions, or unfair power, these must be addressed. Ignoring them leads back to war. (3) Rebuilding: homes, schools, hospitals, roads, economies. (4) Truth and justice: people need to know what happened and see some accountability. Truth commissions and trials help. (5) Reconciliation: building trust between former enemies, often over generations. Shared activities, shared institutions, honest talk about the past. (6) Inclusive institutions: fair government, fair courts, protection for minorities. Present examples. After World War II, European countries — who had just fought each other — built the European Union partly to make future war between them almost impossible. It has worked: Western European countries have not fought each other since 1945. South Africa after apartheid used a Truth and Reconciliation Commission to help the country move forward. Colombia signed a peace deal in 2016 ending 50 years of civil war; the work continues. Contrast with cases where peace did not last: after WWI, the harsh peace treaty helped cause WWII. Discuss: real peace is not a moment but a project. It takes decades. The choice is between doing that work or living in constant fear of the next war.
💡 Low-resource tipTeacher presents concepts and examples verbally. Handle sensitively. No materials needed.
Discussion Questions
  • Q1Why do people and countries sometimes choose war to solve their problems?
  • Q2If rules of war are often broken, are they still worth having? Why or why not?
  • Q3What is the difference between a country that is just not fighting and a country that is truly at peace?
  • Q4Is there ever a good reason to go to war? If so, what would it be?
  • Q5How can people who have been enemies learn to trust each other again?
  • Q6What can ordinary people do to help prevent wars?
Writing Tasks
Task 1 — Explain and give an example
Explain why there are rules about how wars must be fought and give ONE example of such a rule. Write 4 to 6 sentences.
Skills: Explaining the purpose of laws of war, giving examples
Task 2 — Short argument
Explain why building lasting peace takes much more than just ending the fighting. Write 4 to 6 sentences.
Skills: Reasoning about peace as process
Common Misconceptions
Common misconception

War always makes one side the winner and the other the loser.

What to teach instead

In reality, almost everyone loses in war. The 'winning' side may achieve its military goals but still suffer huge losses — dead soldiers, destroyed cities, trauma, economic damage, bitter enemies. The 'losing' side suffers even more. Civilians on both sides usually suffer most. Even so-called 'victories' often bring problems that last for decades: refugees, unresolved hatred, revenge cycles. The idea of a clean win and loss hides the enormous cost that war imposes on nearly everyone involved.

Common misconception

Ordinary people have no role in war and peace — these are matters for governments.

What to teach instead

Governments start and end wars, but wars depend on ordinary people in many ways. Soldiers are ordinary people. War workers in factories are ordinary people. Voters who support or oppose war are ordinary people. Refugees are ordinary people. Peacemakers in communities are ordinary people. History shows that ordinary people have often prevented wars by refusing to fight, ended wars by protesting, and built peace by reaching out to former enemies. Every war is made possible by many choices; every peace is built by many people.

Common misconception

The laws of war do not matter because they are often broken.

What to teach instead

Laws of war are broken in nearly every conflict — this is true. But the same is true of domestic laws: murders happen even though murder is illegal. We do not conclude from this that laws against murder are useless. Laws of war shape behaviour even when they do not prevent all violations. Most soldiers most of the time follow the rules. War criminals are sometimes prosecuted, creating real consequences. And the rules give us a language for judging what happens — without the rules, there would be no difference between killing a combatant in battle and massacring civilians. The rules matter precisely because the alternative is worse.

Core Ideas
1 Causes of war — theories and debates
2 The jus ad bellum — just war theory
3 The jus in bello — international humanitarian law
4 The UN system and collective security
5 International criminal justice
6 Pacifism and nonviolence
7 Peacebuilding after conflict
8 Modern challenges — new kinds of conflict
Background for Teachers

War and peace are among the deepest questions of political life, and the field of international relations, security studies, and peace studies contains enormously rich traditions.

Causes of war

Political scientists have studied this for generations. Realist theories (Hans Morgenthau, Kenneth Waltz, John Mearsheimer) emphasise power politics — states fight over relative power in an anarchic international system. Liberal theories (Michael Doyle, Immanuel Kant's 'Perpetual Peace') emphasise how democratic institutions, trade, and international organisations can reduce war. Constructivist theories emphasise ideas, identities, and norms. Psychological theories emphasise misperception and leaders' cognitive biases. Domestic theories emphasise how internal politics (scapegoating, diversionary wars, ethnic divisions) produce conflict. Economic theories emphasise resources, trade disputes, and rent extraction. Most serious scholars believe multiple factors combine in most wars. James Fearon's 'Rationalist Explanations for War' (1995) influentially asked why rational states ever fight — given that negotiated settlements should be cheaper — and identified information problems, commitment problems, and issue indivisibilities as key causes.

Just war theory

Augustine of Hippo (5th century) first developed a systematic Christian ethics of war. Thomas Aquinas and later Francisco de Vitoria and Hugo Grotius developed the tradition further. Modern just war theory (Michael Walzer's 'Just and Unjust Wars', 1977) is secular and widely influential. Just war divides into jus ad bellum (when war is justified) and jus in bello (how war may be fought).

Jus ad bellum criteria typically include

Just cause (usually limited to self-defence or defence of others from grave harm); legitimate authority; right intention; reasonable chance of success; proportionality; last resort.

Jus in bello criteria include

Discrimination (civilians must not be targeted); proportionality; no use of banned methods or weapons. Critics include pacifists (who reject all war), realists (who see just war as illusion), and those who argue the tradition has been manipulated to justify unjust wars.

International humanitarian law (IHL)

The Geneva Conventions of 1949 are the foundation. Four conventions cover wounded soldiers on land, wounded soldiers at sea, prisoners of war, and civilians. Additional Protocols (1977, 2005) extend protection.

Key principles

Distinction (civilians from combatants); proportionality (expected civilian harm must not exceed military advantage); precaution (must take steps to minimise civilian harm); humanity (unnecessary suffering prohibited); prohibition of specific weapons (chemical, biological, anti-personnel mines, cluster munitions in most countries). The International Committee of the Red Cross (ICRC) is the designated guardian of IHL. Customary IHL binds states even without specific treaty ratification. The UN system: the UN Charter (1945) created the current international order.

Key provisions

Article 2(4) prohibits the threat or use of force by states except in limited circumstances. Article 51 preserves the right of individual and collective self-defence. Chapter VII allows the Security Council to authorise collective action against threats to peace. Five permanent members of the Security Council (US, UK, France, Russia, China) have veto power — which has often paralysed the system. UN peacekeeping has deployed forces to over 70 missions since 1948. Record is mixed — some successes (Namibia, El Salvador), some failures (Rwanda, Srebrenica).

International criminal justice

The Nuremberg and Tokyo tribunals after WWII established that individuals could be prosecuted for international crimes. The UN ad hoc tribunals for former Yugoslavia (ICTY, 1993-2017) and Rwanda (ICTR, 1994-2015) prosecuted perpetrators of genocide, war crimes, and crimes against humanity. The International Criminal Court (ICC), created by the Rome Statute (2002), is the first permanent international criminal court. It has 124 state parties; the US, Russia, China, India, and Israel have not joined. The ICC has prosecuted cases mostly from Africa; it issued an arrest warrant against Russian President Putin in 2023 for the unlawful deportation of Ukrainian children. Political controversies over selectivity and enforcement remain significant.

Pacifism and nonviolence

Pacifism is the view that all war or all killing is wrong. Forms include absolute pacifism (no violence ever), consequentialist pacifism (war causes more harm than good), and religious pacifism (specific faith traditions). Nonviolence as a political strategy (Gandhi, Martin Luther King Jr., Gene Sharp) goes further, arguing that systematic nonviolent action is often more effective than war at bringing about political change. Erica Chenoweth and Maria Stephan's research (discussed in the assembly topic) found peaceful resistance succeeded roughly twice as often as armed resistance at achieving political goals between 1900-2006.

Peacebuilding

The discipline of studying how lasting peace is achieved after conflict. Johan Galtung distinguished 'negative peace' (absence of war) from 'positive peace' (absence of structural violence and presence of justice).

Key peacebuilding elements

Security sector reform; disarmament, demobilisation, and reintegration (DDR) of former fighters; truth commissions; transitional justice; reconstruction; political reform; economic development; reconciliation. The UN Peacebuilding Commission (2005) coordinates international efforts. Mixed results — some successes (Mozambique, Timor-Leste), some ongoing struggles (DRC, Afghanistan, South Sudan, Yemen).

Modern challenges

The nature of war has changed significantly. Interstate wars have become less frequent; civil wars and internal conflicts have become more common. Non-state actors (insurgent groups, militias, criminal organisations, terrorist groups) play larger roles. Cyber warfare has emerged as a new domain. Drones and autonomous weapons raise new questions. Climate change drives new conflicts. Private military companies (Wagner, Blackwater/Academi) blur state boundaries.

Ongoing wars as of 2024-2025

Russia-Ukraine (since 2022); Israel-Gaza and broader Middle East tensions; Sudan civil war; Myanmar civil war; Ethiopia's Tigray conflict aftermath; multiple ongoing conflicts in Sahel, DRC, and Yemen. The Russia-Ukraine war has been the largest interstate war in Europe since WWII. The Geneva Conventions framework faces real stress from these conflicts.

Teaching note

In a world of ongoing conflicts, students may have strong views, direct experience, or family connections. Be careful about taking sides on current political conflicts. Focus on principles, historical cases, and the frameworks designed to limit war's harm.

Key Vocabulary
War
Organised armed conflict between political groups (usually states, or states and non-state actors), typically involving substantial casualties and destruction.
Just war theory
A tradition of ethical reflection on when war is morally permissible (jus ad bellum) and how war may be fought (jus in bello). Runs from Augustine through modern writers like Michael Walzer.
International humanitarian law (IHL)
The body of international law governing the conduct of armed conflict, most fully set out in the Geneva Conventions (1949) and their Additional Protocols. Also called the 'law of armed conflict'.
War crime
A serious violation of international humanitarian law committed in armed conflict — such as deliberately targeting civilians, torturing prisoners, or using banned weapons. Prosecutable by international courts.
Crime against humanity
A widespread or systematic attack on a civilian population — such as murder, torture, or deportation on a large scale — whether in peace or war.
Genocide
Acts committed with intent to destroy, in whole or in part, a national, ethnical, racial, or religious group. Defined in the 1948 Genocide Convention.
Collective security
A system where an attack on one member is treated as an attack on all, producing coordinated response. Central to the UN Charter and alliances like NATO.
Peacekeeping
The deployment of international forces (usually under UN authority) to maintain ceasefires, protect civilians, and support political processes after armed conflict.
Peacebuilding
Longer-term efforts to address the causes of conflict, rebuild institutions, and create conditions for durable peace after fighting ends.
Pacifism
The view that violence, and particularly war, is morally wrong. Includes religious, consequentialist, and absolute forms.
Classroom Activities
Activity 1 — Applying just war theory
PurposeStudents apply traditional just war criteria to historical and contemporary cases.
How to run itSet out the main criteria. Jus ad bellum (when war is justified): (1) just cause — usually self-defence or preventing grave harm to others; (2) legitimate authority — declared by a state or appropriate body, not a private actor; (3) right intention — aimed at the just cause, not hidden goals; (4) reasonable chance of success; (5) proportionality — the harm of war must not exceed the harm it prevents; (6) last resort — other means must have been tried. Jus in bello (how war may be fought): (1) discrimination — civilians not targeted; (2) proportionality — civilian harm must not exceed military advantage; (3) no banned methods or weapons. Apply the criteria to cases. Case 1: UK and France declaring war on Nazi Germany in 1939 after the invasion of Poland. Most analysts agree this meets the criteria well — legitimate self-defence (against a treaty partner), right authority, likely proportionate, etc. Case 2: US invasion of Iraq in 2003. Highly contested. Stated justifications (WMD, al-Qaeda links) proved false or exaggerated. Not authorised by UN Security Council. Many analysts consider it failed the jus ad bellum tests (not a last resort, unclear just cause, not legitimate authority). Case 3: NATO bombing of Yugoslavia in 1999 to stop ethnic cleansing in Kosovo. Contested. Humanitarian cause strong; UN authorisation absent (Russia and China opposed); proportionality debated. Case 4: Allied strategic bombing of German and Japanese cities in WWII. Fighting a clearly just war does not automatically justify every tactic within it. Deliberately targeting civilians (firebombing of Dresden and Tokyo; atomic bombings) raises serious jus in bello concerns. Case 5: Russia's full-scale invasion of Ukraine in 2022. Broadly seen as failing jus ad bellum tests — no legitimate self-defence claim, unauthorised, disproportionate. Russia's conduct during the war has also raised major jus in bello concerns (attacks on civilians, infrastructure, deportations). Discuss: does just war theory produce clear answers? Rarely. Most cases involve genuine disagreement. But the theory helps structure the debate and focus it on the right questions. What are the theory's limits? Critics argue it legitimises war that should always be resisted; that it can be manipulated by powerful states; that it overstates the possibility of rational ethical judgement in the fog of war. Defenders respond that it provides essential structure for thinking about morally impossible choices. Ask: if you were a political leader deciding whether to go to war, would you find just war theory useful? Many have — it has shaped both law and military doctrine.
💡 Low-resource tipTeacher presents criteria and cases verbally. Students debate. Handle sensitively. No materials needed.
Activity 2 — The Geneva Conventions under stress
PurposeStudents examine how international humanitarian law operates — and struggles — in practice.
How to run itSet out the framework. The four Geneva Conventions (1949) and their Additional Protocols (1977) form the core of IHL. Core principles: protect civilians; protect the wounded; treat prisoners humanely; respect protected objects (hospitals, cultural sites); prohibit certain weapons and methods. These are legally binding on all states. Present challenges in practice. Challenge 1: non-state actors. Many modern conflicts involve non-state groups (insurgents, militias, terrorist organisations) that may not accept the conventions. Is IHL still applicable? Generally yes — Common Article 3 of the Geneva Conventions applies to all armed conflicts, including those not between states. But enforcement is harder. Challenge 2: asymmetric warfare. When one side has overwhelming military power and the other uses guerrilla tactics, civilians may be used as shields, fighters may not wear uniforms, and the line between combatants and civilians blurs. How should IHL respond? Challenge 3: urban warfare. Fighting in cities causes particular civilian harm. Gaza, Mariupol, Mosul, Aleppo have all seen enormous civilian casualties. Does modern urban warfare fit within IHL's framework? Challenge 4: new weapons and methods. Drone warfare raises questions about distinction and accountability. Autonomous weapons (weapons that select targets without human control) raise fundamental concerns. Cyber attacks blur traditional concepts. Chemical weapons use (Syria, 2013 onwards) shows the fragility of even long-standing bans. Challenge 5: selective enforcement. War crimes prosecutions have been inconsistent. Some perpetrators face justice (Radovan Karadzic, Charles Taylor); many do not. Powerful states' citizens rarely face prosecution. Is the law real if it is unevenly enforced? Discuss: does the existence of IHL still matter, given these challenges? Yes, for several reasons. (1) Most armed forces most of the time follow the rules. Huge harms are prevented. (2) Violations create legal consequences — prosecutions, sanctions, reputational damage. (3) The rules shape what counts as a legitimate act of war, affecting political and diplomatic responses. (4) Victims have some recognition and sometimes redress. (5) Even where violated, the rules establish that some acts are crimes, not just misfortunes. Ask: how could IHL be strengthened? Better enforcement. Prosecution of violators regardless of power. Adaptation to new technologies. Support for the ICRC and ICC. Training of armed forces. Public attention to violations. Universal participation — the US, China, Russia, India, and Israel not joining the ICC is a major gap. Discuss: the law is imperfect, but without it, war would be even worse. Strengthening the framework is itself a form of peacebuilding.
💡 Low-resource tipTeacher presents framework and challenges verbally. Students discuss. No materials needed.
Activity 3 — What makes peace last?
PurposeStudents analyse the conditions under which post-conflict peace succeeds or fails.
How to run itSet out the comparative question. Why do some wars end in lasting peace while others lead to repeated conflict? The record is highly varied. Lasting peace cases: Western Europe after 1945 (no war between Western European states since; key factors included Marshall Plan reconstruction, European integration, NATO security framework, democratic consolidation). Japan and Germany after 1945 (occupation, constitutional reconstruction, integration into Western alliance system). South Africa after apartheid (political transition, Truth and Reconciliation Commission, constitutional democracy; tensions remain but no civil war returned). Mozambique after 1992 (peace agreement, disarmament, political integration of former fighters). Northern Ireland after 1998 (Good Friday Agreement, power-sharing, ongoing dialogue; significant reduction in violence though tensions continue). Repeated conflict cases: Afghanistan (decades of war, 1978-present with multiple regime changes). Democratic Republic of Congo (wars since 1996, multiple failed settlements, ongoing violence). Somalia (state collapse 1991, repeated failed peace processes). Haiti (recurring instability). Ask: what factors seem to make peace last? Research on peace durability suggests several. (1) Addressing core grievances — not just stopping the fighting. (2) Inclusive political settlements that give significant groups a stake in the new order. (3) Effective disarmament and demobilisation of former fighters, with real opportunities for them in civilian life. (4) Adequate economic development — opportunity and hope reduce recruitment to violence. (5) Functional institutions — courts, police, administration — that can handle disputes peacefully. (6) International support — both resources and diplomatic backing during vulnerable transitions. (7) Reconciliation and truth-telling when past atrocities affect relationships. (8) Time — durable peace takes decades; expecting quick transitions often fails. Counter-factors: unresolved grievances; exclusion of significant groups; armed groups retaining weapons or economic power; weak institutions; lack of economic opportunity; neighbouring countries interfering; continuing foreign interest in extracting resources; insufficient attention to the lived experience of former combatants and survivors. Discuss: what does this tell us about current peace processes? Colombia's 2016 peace agreement with FARC has held but faced implementation challenges. South Sudan's independence (2011) and subsequent civil war showed the difficulty of building peace in a fragile new state. Ukraine's eventual peace — whenever it comes — will face enormous challenges. Gaza and the broader Middle East have seen repeated failed peace processes over decades. Ask: are there lessons that apply broadly? Yes, but also specific contexts matter. The most successful cases combined multiple factors. Where one or more critical factor is missing, failure is common.
💡 Low-resource tipTeacher presents cases and factors verbally. Students discuss. Handle sensitively. No materials needed.
Discussion Questions
  • Q1James Fearon asked why rational states ever fight, given that negotiated settlements should be cheaper than wars. What is the best answer to this question? What does it imply for conflict prevention?
  • Q2Just war theory has been criticised as providing cover for wars that are never truly just. Is this a fair criticism, or does the theory still provide important discipline for ethical reflection on war?
  • Q3The Geneva Conventions are binding international law, but war crimes happen regularly. Does this mean IHL has failed, or does it still matter? Under what conditions?
  • Q4The International Criminal Court has prosecuted many cases from Africa but few from powerful states. Is this a sign of selective justice, or a natural consequence of where the worst violations occur? What would strengthen ICC legitimacy?
  • Q5Chenoweth and Stephan found that nonviolent resistance succeeded about twice as often as armed resistance at achieving political goals. If this is true, should oppressed peoples facing overwhelming force nonetheless reject violent resistance?
  • Q6The UN Security Council's five permanent members have veto power, which has often paralysed collective security responses. Should the Security Council be reformed? How?
  • Q7Peacebuilding after war requires enormous long-term investment, but international attention is typically short. Can sustained peacebuilding happen in a world of rapidly shifting political priorities?
Writing Tasks
Task 1 — Extended essay
'There is no such thing as a just war. All wars cause more harm than they prevent.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, engaging with pacifism and just war theory, using historical cases
Task 2 — Analytical response
Explain what international humanitarian law is and discuss whether it still matters, given that violations occur in nearly every conflict. Write 200 to 300 words.
Skills: Explaining a legal framework, assessing its real-world significance
Common Misconceptions
Common misconception

Wars are usually caused by a single obvious factor.

What to teach instead

Serious analysis consistently shows that most wars have multiple interacting causes. World War I combined alliance systems, militarism, nationalism, economic competition, and specific triggers. Civil wars typically involve structural factors (inequality, weak institutions, ethnic divisions) alongside proximate triggers. James Fearon's work showed that even 'rational' state decisions to go to war usually involve information problems, commitment problems, or issue indivisibilities — not single obvious causes. Simplistic single-cause explanations miss how conflicts actually develop and make prevention harder.

Common misconception

Rules of war only bind those who accept them — they are irrelevant to rogue states or non-state actors.

What to teach instead

International humanitarian law is legally binding on all parties to armed conflict, including non-state armed groups. Common Article 3 of the Geneva Conventions applies specifically to non-international armed conflicts. Customary IHL applies regardless of treaty ratification. In practice, enforcement varies, but many non-state groups have accepted IHL standards (either because of legitimacy concerns, because they wish to avoid prosecution, or because they share the underlying values). The ICC has prosecuted both state actors and non-state actors (including leaders of the Lord's Resistance Army and other armed groups).

Common misconception

Winning a war solves the underlying problem.

What to teach instead

Military victory rarely resolves the political issues that caused a war. After World War I, the harsh peace treaty on Germany contributed directly to World War II. After the US invaded Iraq and overthrew Saddam Hussein in 2003, political and sectarian conflicts led to continued violence for years. Military outcomes create conditions for political settlement — they do not substitute for it. Sustained peace requires addressing the political, economic, and social issues underlying the conflict, not just military success.

Common misconception

Peacekeeping missions are generally ineffective and a waste of resources.

What to teach instead

Peacekeeping has a mixed record but significant successes. Rigorous research by scholars like Virginia Page Fortna shows that peacekeeping missions significantly increase the chances that peace will hold after a civil war. Successes include Namibia, El Salvador, Mozambique, and Timor-Leste. Failures (Rwanda, Srebrenica) often involved missions with inadequate mandates or resources. The lesson is not that peacekeeping fails but that specific mission designs succeed or fail based on factors like political backing, resources, mandate, and host-country conditions.

Further Information

Key texts for students: Michael Walzer, 'Just and Unjust Wars' (1977) — the classic modern treatment of just war theory. Immanuel Kant, 'Perpetual Peace' (1795) — foundational liberal peace theory. Carl von Clausewitz, 'On War' (1832) — still essential for understanding war's nature. Hannah Arendt, 'On Violence' (1970). Margaret MacMillan, 'War: How Conflict Shaped Us' (2020) — accessible overview. For specific wars: Christopher Clark, 'The Sleepwalkers' (2013) on WWI origins; Ian Kershaw on WWII. For just war theory critics: Michael Walzer himself on modern challenges; James Turner Johnson's work. For pacifism and nonviolence: Gene Sharp, 'The Politics of Nonviolent Action' (1973); Erica Chenoweth and Maria Stephan, 'Why Civil Resistance Works' (2011). For IHL: any recent ICRC publication; Gary Solis, 'The Law of Armed Conflict' (2010). For peacebuilding: Roland Paris, 'At War's End' (2004); Virginia Page Fortna's work on peacekeeping. International bodies: ICRC (icrc.org); UN Office for the Coordination of Humanitarian Affairs; Peacekeeping missions map (peacekeeping.un.org); International Criminal Court (icc-cpi.int). Data sources: Uppsala Conflict Data Program (ucdp.uu.se) tracks ongoing conflicts; Correlates of War Project (correlatesofwar.org); Stockholm International Peace Research Institute (sipri.org) for military expenditure and arms trade.